Reflection

As a result of the GAME planning strategy of developing lessons that integrate technology into the classroom, I found new confidence in my ability to facilitate students' learning. More importantly, I was able to identify areas where I could improve instruction. I found that I could best serve my students by improving my evaluation methods, which in turn placed more emphasis on the monitoring piece of the GAME plan. By making more effective use of formative techniques along the way, I was able to determine the best methods to meet my instructional goals. I now understand that the lesson should come before the chosen technology instead of trying to force a newly discovered tech tool into a lesson by altering the course of the intended objective. It is easy to forget that students who are using technology still need a variety of presentation modes, and just because a lesson incorporates technology does not mean that students are going to automatically "get it" any better. Multi-modal approaches provide the best chance for student success whether technology is being used or not.

By that same token, if students require variety in instructional presentation, then wouldn't it make sense that they require variety in the demonstration of their new knowledge or skills? They should be provided the tools and flexibilty to show evidence of their growth in a way that they feel confident. For some this means visually representing what they have learned through images or video, for others it might be written digitally in the form of a script or blog, and other may feel that their strengths lie in the creation of an audio presentation of the content. like a podcast or song. If students are given choices in how they are assessed formatively then they will also be better equipped to collaborate effectively on summative evaluation projects. When learners are encouraged to set goals, take action, monitor the effectiveness of their actions, and evauate the success of the overall plan they will be empowered to take risks that enable them to share the content and their creativity.

After implementing my GAME plan I too was more willing to take risks in the implementation of providing assessments that played to individual strengths. This course inspired me to immediately adjust my instructional techniques. I started small with an introduction to a digital storytelling project where student had a choice in presenting the content. Based on their choices they were grouped to create a digital folktale. With proper planning the classroom was transformed into an office of sorts, where groups where moving forward with self-directed mini-projects to achieve a single goal. Motivation was high, discipline was not an issue, and everyone was complaining that they had to leave when the bell rang. The hardest part to manage was the recording portion because of the typical banter of groups working in the same space simultaneously and the lack of a dedicated space for recording audio.

GAME planning is essential to bringing engaging critical thinking activities into the classroom, and technology provides multiple approaches and fosters creativity. Through continuous monitoring and re-evaluation students who struggle otherwise get the support they need to pursue goals, and demonstrate growth through technology. As a result, all students become more confident in their ability to move through the problem-solving process and gain the courage to take academic risks.