Goals for 2012

I always get a sense of excitement around this time of year, yes because summer break is just around the corner, but also because this is a time to reflect on the year. During this reflection time I look at learning process that were a success and those that were not. I get excited about new ideas and tweaking or refurbishing old ones. Instead of packing up and closing up shop I prefer to use this time to get organized, set goals and put plans in motion for the upcoming year. Our 2012 art room will be awesome!

Some of the weaknesses I found throughout this year is assessment of students. In a visual art setting it is most common for me to see each of my student classes once a week. When I lay it out that is a maximum of 36, 40 minute class periods and when you add prep and clean up time into the mix it does not leave a lot of room for students to really reflect on what it is they are learning and/or creating. I am going to start the year off with student surveys using either Surveymonkey or Student Responders. I will check at grade level what it is students know and what it is that they would like to know. I am also going to add self-evaluation forms to the end of completed projects students will evaluate their work and work habits to deem themselves a master artist, artist, apprentice or doodler based on a reflection of elements of principles, creativity/originality, effort, skill, and attitude. I am also going to create a class critique guide to show students what should happen during an art critique. I am also going to rely on our 3 netbooks for online reflective blogging as a student centered view of projects.

A classroom blog is second on my list of priorities. My focus is student/parent/family involvement that goes beyond our classroom. Posting images of students art work is a given, but I would like to take it a step further. I would like to have ongoing art contest that are worked on outside of school. I would like to have student and parent dialogue that continues outside of school about the things that we are working on. I would also like it to be a reference for students to find information and links to places of learning on the web. I would also like to highlight the superb job that some students put forth. I am thinking something along the lines of an artist of the month. Maintaining the blog will need to be a continued priority on my part. I will set aside Friday mornings before students arrive as my web updating time.

Learning circles are also a major implementation I would like to include in 2012. This year my Tech-students participated in epals and created and shared digital stories with a sister class in the UK, it was a wonderful starting experience. With the inclusion of learning circles it will give us actual face time with our participating class as well as a chance to learn about global issues.

All in all I am very excited and look forward to keeping up the momentum, just after I plant my feet in some sand!

A new way of life!

Utilizing the GAME (Goal, Action, Monitor, Evaluate/Extend) Plan has not only served up benefits for myself but for my students. It is a great way to organize thoughts and ideas as well as keep a current watch and reflection on your learning process. It is often that a student can tell me an answer but not tell me why they know that answer; the game plan allows us to actively participate in our own learning and decision making toward reaching various goals. With my GAME plan set in my first blog “Game Plan for Technology Integration Success” I had chose two National Education Technology Standards for Teachers, NETS-T as my goals. Through the progression of the 5 blog entries that followed I feel I have not only achieved these goals and turned them into authentic learning experiences for my students, but have made the commitment to maintain these goals as a way of life not as an ending marker. I wish for my classroom to be ever evolving, never to teach the same two years in a row and to not only meet, but highlight the individualities of each of my students.

The professional benefits of committing to life-long learning extend beyond the immediate resources I have connected with over the past 8 weeks. Joining social communities, collaborating with professional learning communities both near and far have both given me a wealth of knowledge, ideas and information to facilitate to my students. My students as well have not only adapted to these newer ways of digital learning but have dialed their interest levels way up! They often supersede my lesson expectations and give me new grounding from which to jump off of in the future. The technology integrations as well as models of instruction have not become something to implement but rather a skeleton of how all things start in my classroom. I ask not what we can do with technology, but what technology will do with us!

NETS-S and the GAME Plan Process

The most important part of my GAME plan for reaching the NETS-T is effectively facilitating authentic learning experiences so that my students can reach the National Educational Technology Standards- for Students (NETS-S). Authentic learning comes from real-world applications and technology tools to allow multi-level independent and collaborative thinking. Learning becomes authentic when it is taken into the hands of the students and combined with today’s 21st century tools such as:
· Wikis
· Blogs
· Podcast
· Virtual Gamming
· Digital Storytelling
· Online collaborations
Students are then connected to a network of peer learners and an authentic audience. Learning can go so much farther than beyond our classroom walls and students can express themselves in new and efficient ways. The National Education Technology Standards for teachers are all a part of my GAME plan and will help maintain that my teaching continues to grow and continues to extend new applications to my students. Students themselves can mimic my GAME plan to set goals, actions, moinitor and evaluate their progress towards reaching all of the NET-S. I would love to have my students blog at the end of the year about what projects helped them reach their NETS-S GAME plan and how they feel they can use these applications in other areas of their lives.

Reflecting on NETS-T

Keeping current with the ning and blog sites that I have allotted time for has given me so many new ideas and applications to introduce almost daily in my classroom. This allotment of time (one planning period per week) is keeping me current on my professional development ideas. I am also carving out time to participate in online professional developments that are more particular to my classroom that what my district physically offers. Discovery education has become a favorite of mine for new resources and technology grants.

I am still working to get a distance classroom (Moodle) up and running. In the mean time I have created a classroom blog page instead of a website because I have found it easier to have feedback and participation from students and parents from outside of the classroom. My students love showing off to their friends and families when their artworks or projects make the headline. They also love connecting with one another beyond our four walls.

As stated in my previous update posting these goals are not ones to be met, but to be extended into new goals and to ultimately become a way of life in my classroom. I have created a time and space to work with digital storytelling via ePals. My students are also signed up for a community mural project and will be skyping with other students in the community to review their experiences. I feel this will give them a truly authentic audience both close to home and afar. I will also be soon initiating the problem based learning unit involving the leaning tower of Pisa, that is in the works. With this my students will use webquests, blogging, collaborative presentations tools along with critical thinking to repair their own learning tower of Pisa on a fixed budget. I can already tell from the current responsiveness that this will be a highly motivated learning project!

Turning my GAME plan into a way of life.

Thus far my actions have allowed me to meet 2 of my 4 goals and progress in the other 2 goals. I have effectively set up a classroom blog and am distributing the information to try and get parents and students to join in outside of class. I have been using it as a communication and presentation tool for those outside of our classroom. I have started collecting data (digital pictures, audio recordings, reflections and others) and am storing them in a created computer drive for eportfolios. In the last nine weeks of school students will organize a selection of their works and create new learning goals for the next year. I have joined a few PLC’s that I really enjoy, it was important to find ones that would give me the most useful information for my class with the least amount of searching. I have been dedicating one planning period a week to researching new technologies and applications for my class. This has helped in my future planning to apply the new technologies and concepts I am picking up. This process, seems to be a never ending cycle, as new questions arise almost daily and I begin to search and research new answers. Trial and error is still a big part of this, fine tuning new techniques and self-reflection has become very important!

Even when my goals have been “met” they will not truly me fully met. I feel my goals are more of a style than an actual think. Continuing my professional development and encouraging, Inspiring and facilitating real-world authentic learning to my students is something I wish to become a natural way of life in my class room and not a goal I intent to meet.

Moving right along...

In my quest to use a GAME (goal, action, monitor, and evaluate/extend) plan to reach two NETS-T (national education standards for teachers) I have now taken those goals, founds resources and used them to implement a concrete plan. My personal NETS-S goals are two Facilitate and Inspire Student Learning and Creativity and Engage in Professional Growth and Leadership (please see blog entry titled GAME Plan for Technology Integration Success). With my collected resources and research I feel I am ready for implementation or action and monitoring of my GAME plan.

I have had plenty of resources and research to back up my goals and plans. I have found that leading a technology change is not easy! There are plenty of road blocks and security issues to deal with. From parents and administrations there are a lot of hesitations and security concerns. It can be frustrating to be all reared up and ready to go only to be stalled…Initially I was idealistically hoping for the supportive culture to depend on in my school and district. However, I understand that many of the applications I am suggesting are new and unfamiliar and with that said, I am planning to lead by example and hope the success that follows will encourage a look in the new direction. I truly feel that technology integration combined with UDL (universal design for learning) and DI (differentiated instruction) can provide the most authentic real-world learning experiences to each individual learner. So with those minor thought adjustments here is the plan:

· Join and participate in PLCs (professional learning community) and take part in distance and local professional growth opportunities.
· Set up Mrs. G’s classroom website.
· Make weblogs, podcasts and video uploading easily accessible to students and classes.
· Create an online class using Moodle for help, fun and classroom extensions that will change on the semester.
· Create eportfolios for students starting in grade Kindergarten to continue throughout elementary career.

I have joined the ning networking site of http://arted20.ning.com/. This site offers tools and resources from all over the globe. It also has presentations and distance training involving art and technology. I have furthered that by creating a more localized PLC by creating a page for WV art educators inside of the networking site. I have used a blog to store my lesson plans for a few years now, I am now in the process of extending that into a website that will serve as the home base for reaching my goals. The site will serve as a communication tool to reach parents, students and other teachers and administrators. The site will link to resources, Moodle sites, eportfolios, blogs, podcasts and video links. Getting students set up and familiar with login names, passwords and sites and the use of web 2.0 applications will be essential in furthering their real-world learning experiences. Moodle online class will be available for willing participants to refresh and extend learning experiences outside of our classroom walls. Finally, I am really excited to take our traditional construction paper yearly portfolios and turn them into a virtual portfolio of learning experiences throughout students elementary careers.

I am very excited about my goals and am carving out time to keep them on track. My next step is going to be to break down these actions into more manageable points and concept map them to track my progress. I am a visual learner and need to be on a schedule so I do not end up spending my entire planning period designing the logo for the website…Must Keep On Track! Also blogging my progression will provide a place to check back and more forward.

Resources for GAME Plan

Putting my GAME plan into action requires a slew of resources to achieve the goals and NETS-T standards. The first initiative and resource I will focus are a supportive community of people in my school building that have similar goals and teaching styles. Getting my principal, technology integration specialist and other teachers involved will be a great beginning. The next set of resources will come from continuing my education, updating my knowledge and reaching out for materials.

Below are a list of websites, blogs and such that I have found to be particularly useful in my GAME plan:
· http://www.iste.org/welcome.aspx The International Society for Technology in Education is the foundation of my goals in my GAME plan and offers an enormous amount of information pertaining to my goals as well as my students.
· http://www.p21.org/ My home state of West Virginia is one of the 11 schools using the Partnership for 21st Century Learning Framework.
· http://www.cast.org/ The CAST site is the foundation for UDL and offers great applications such as lesson plan checker, lesson builder, and book builder.
· http://scholar.google.com/ Google Scholars will provide me with research articles to support my endeavors and continued professional development.
· http://www.technologygrantnews.com/ This site will keep me current on grants to apply for to continue to enhance my classroom technology.
· http://arted20.ning.com/ This is a digital PLC that offers me connections to teachers across the globe for ideas, feedback and learning opportunities.
The resources for my GAME plan will be ever changing and increasing. Using my Google Aggregator and StumbleUpon bookmarker will help keep my resources organized and easily accessible.

GAME Plan for Technology Integration Success

Often times many of the techniques and strategies we facilitate to our students are relevant in our own lives as teachers. From the way we learn, to plan, to implement and evaluate ourselves. Dr. Ertmer states that we as teachers need 3, better yet, 4 major components to successfully integrate technology in our classrooms:
· Knowledge and content pedagogy
· Confidence
· Belief in the value of technology integration
· Supportive Culture
Based on those points when creating my GAME (Goal, Action, Monitor, Extend/Evaluate) plan for technology integration I have chosen 2 National Education Technology Standards (NETS) for teachers that I feel are the most important goals for my GAME plan. The two standards that I will focus on as my main goals are to Facilitate and Inspire Students Learning and Creativity (standard 1) and to Engage in Professional Growth and Leadership (standard 5). While all the NETS-T are valid and vital, I feel that these two are a great outline or umbrella to which the remaining standards will follow.

Engaging in professional growth and leadership is imperative to a great teacher no matter the content at hand. Pursuing a master’s degree in technology education has been a great step and initial goal in continuing my professional growth, but the process cannot end there. Technology and education are ever evolving processes that mean you are never finished learning. We would not expect our students to finish learning after the 9th grade, just as a great teacher is never the same teacher two years in a row. That professional growth and leadership will help me change the culture and perspective on technology integration to help create a supportive culture and give me the tools and knowledge I need to facilitate and inspire students learning and creativity. My actions to attain these goals are to seek out new learning opportunities, follow current trends and research in educational technology, and use the incoming content pedagogy to facilitate meaningful and authentic learning experiences for my students. Monitoring my progress during my GAME plan will come from many of the similar reflections that hold value in my students. Keeping a reflection blog, updating my portfolio with new information, keeping track of mistakes and successes, and progressing my confidence levels are all steps I will take to monitor my progression. Evaluating my progress in my GAME plan will come from reflections on my student’s engagement and success in authentic learning. The main motive of my GAME plan is to better myself for the benefit of better my student’s learning experiences. Extending and pushing myself to continue and further this journey will evolve into inspiring my students to carry on these ideas even after they leave the walls of my classroom. I believe that technology integration holds high value and benefits for my students, research and professional development offer me content pedagogy and confidence in teaching, and these skills combined will give me leadership in creating a supportive professional culture. This GAME plan will create a foundation for successful technology integration and professional growth that will hopefully inspire my student’s creativity and progress on their own lifelong learning journey.

ReferencesCennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.Laureate Education, Inc. (Producer). (2009). 6713:Integrating Technology Across the Content Areas [DVD]. Enhancing content area learning experiences with technology: Part 2. Baltimore, MD: Vicki Davis.

New and Emmerging Technology Reflection

Regardless of your detention of what an emerging technology is, it is important to keep a focused eye on current emerging technologies with regard to education. These technologies can provide cutting edge curriculum changes to benefit a wide variety of students. Throughout this course I have honed my detention of what new technologies are and what they mean to myself and my students; as well as how to be a leader of change. I have found immense value in current research and studies pertaining to the benefit of 21st century learning.
Technologies such as MUVEs and online learning modules hold great opportunities for all students in so many different ways. They offer a glimpse into a 21st century working word, communication skills as well as an authentic personalized learning experience. I focused my grant proposal around a lesson that introduced my students to the concept of online learning modules. With this module my students will have flexibility to customize their experience by choosing their research focus, communications and time in the virtual class. I feel that this unit will spark and interest in my students to explore other emerging technologies as well as entice them into other 21st century learning experiences.
My students will also benefit from my accelerated interest in keeping current on new trends in educational technology and my belief to lead change by modeling examples. I believe that by displaying in my own classroom the benefits of these technologies, other teachers will follow. Putting in the time and effort to search and apply for grants to help funding for these curriculum technologies will also set an example to fellow teachers to not only look at the challenges but to keep hindsight on the benefits to their students. Overall I leave this course feeling recharged and excited. Continuing my personal professional development will be a major component of the skills I value from this course. Technology is changing by the minute and I intend on keeping up the pace to facilitate the most authentic learning experiences for my students.

Online Course Management Systems

Prfessional development presentation.

Reaching and Engaging all Learners through Universal Desing of Learning (UDL) and Differentiated Instruction (DI)

Throughout this course I have been able to take an in depth look into Universal Design of Learning and Differntiated Instruction. Through these researches, peer discussions and applications I have not only been able to understand the principles and concepts of UDL and DI but I am now able to take a proactive approach to engaging all learners in my lessons and units.

Using social networking sites to create a Differentiation Station has given me a place to compile resources as well as collaborate with those of my peers. With these technology applications based on the principles of UDL and DI I feel very confident in my efforts to make learning unique based on individual learning profiles, styles and preferences. I have found new ways of using old reliable resources as well as new ones to expand my lessons and give students multiple means of instruction, presentation and motivation.

I have already gotten postivie feedback from my research with the implementation of Lesson Checker and Lesson Builder from the CAST website. With the application of the Lesson checker to reinvent an old unit based on the Tic-Tac-Toe Mulitiple Intelligence board for DI, I have seen my students take a personal interest and ownership over the learning in the “What’s Mood got to do with it? “ lesson. In this lesson my students were able to use a wide variety of technologies including Odosketch, Classchatter, Read Write Think, Microsoft Publisher, Survey Monkey and Audacity to exlore and demonstrate a common goal. With this lesson students are encourages to find a learning style that suits them best and explore other options while communicating with their peers.

I feel the biggest concept one could take from Universal Design of Learning and Differentiated Instruction Application is that it does not translate into more work for teachers it translates into better more effective teaching strategies for the benefit of each individual learner. I look forward to my continued implementation of UDL and DI and reaching and engaging all learners.

References
Laureate Education, Inc. (Executive Producer). (2009b). Program Twenty. Reflection [Motion Picture]. Reaching and engaging all learners through technology. Baltimore: Author.

WALDEN6714 Google Groups . (2010, September 18).Google Groups . Retrieved October 29, 2010, from http://groups.google.com/group/walden-6714

Voicethread Presentation on Universal Design of Learning

http://voicethread.com/?#u733321.b1377036.i7299508

Check out my UDL/DI Voicethread.

Bridging Learning Theory, Instruction, and Technology

When thinking back to my personal learning theory I created 7 weeks ago, I feel I have a strong sense of what I believe works for my students and my environment. The biggest adjustment I have made from my new knowledge from the course Bridging Learning Theory, Instruction, and Technology is the difference between constructivism and constructionism. The “N” and the “V” seemed to be the same thing to me. Now I know that I focus way more on the “N” rather than the “V”. The process of constructionism, creating and artifact to represent knowledge and application of content and social learning theories are a vital part of my teaching.

I love gaining knowledge about new learning technology tools for my students to use. Voice threads will fit into my classroom so well. I am already in the process of having students upload and discuss the meanings and implications of artworks and styles on culture with students from around the world using epals.com. Voice thread is also a great way to get parents involved from the comfort of their own home. Virtual Field Trips (VFT) are a tech tools that I have already implemented and will delve further into with my students. VFTs offer the opportunity to go places and see things that money and time would otherwise not allow. Concept mapping is something new for me to include into my teaching in the sense of both a learning and teaching technology tool. It provides a great way for me to display goals and objectives while allowing my students the opportunity to organize and reflect on their thoughts on those learning targets and goals.

It is important as a life-long learner to take new knowledge and set goals for my instruction. My first goal is to try and manage class time better so that my students can have the hands-on time to explore and apply these technology tools into their learning. Time is my worst enemy as a teacher! Another goal of mine is to keep the difference between instructional technology and learning technology in the front of my mind. As teachers we often shy away from putting technology into the hands of the students. We worry that we may not have all the answers to their questions. I have learned that that is the beauty of learning technology, problem solving and exploration provide such a great base for learning. I often see teachers using a PowerPoint to share notes with students and they check off their 21st century technology integration CSO’s. While instructional technology tools are wonderful for teachers to use; that is not putting the 21st century tools into the hands of our students. Learning technology tools should be a vital part of all curriculums! I have already implemented lesson and unit plans that put the students in charge of their technology. I will use some trial and error to find ways to manage the time we have together to make these lessons possible.

Professional Learning Community Voice Thread

http://voicethread.com/#q.b884732.i4716567

Above is the link to my voicethread that I created for a grad class. I was asked to think of a problem I faced in my career, and that is what I came up with. Voicethread is AWESOME! I can see it as a great tool for my students to post and critique artwork. I am already working on getting other teachers to do the same so my students could give and get feedback about thier art from students at other schools. I may even use some online collaboration resoursed from my course text to see if we can find a place that is willing to share from other parts of the world. So cool, I am really excited about using this tool.

Socail Learning

There are so many strategies that align with the ideas of social learning theory. When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others (Johnson, Johnson, & Stanne, 2000). Cooperative and social learning gives students a chance to bounce ideas, gain assurance, new perspective and so many other ideals that are needed in a 21st century workforce.

Multimedia projects are like chameleons, they can take on so many contents and give diverse roles to students. I am very excited to try out www.ePALS.com, which would allow my students to collaborate with students in other classrooms and other parts of the world. I have had student groups work with wiki's and podcasts and would also like to try www.coolpages.com and allow them to easily create their own webpage. All of these strategies provide student interactions that can foster learning experiences.

Constructivism and Technolog

Generating and testing hypotheses correlates with constructivism because the students are at the center of the learning. The students are also constructing a theory and through a chosen application or artifact, students show a conclusion. It is great to think outside the box and apply the previous notion of hypotheses and science to other content areas. It really is a versatile process that can create the need for students to participate in assimilation and accommodation. Web resources provide engaging and interactive applications to apply in various problem-based learning situations.

Generating and testing hypotheses is something I had never picked out for my art class. After some research and focus on the constructivism theory there are several ways to adapt to my classroom. My students could do historical investigations to determine the role that location plays into an artist work. Younger students could go wild with the process of experimental inquiry with primary and color mixing. In which case, instead of my telling them that red and blue make purple they could use data sheets, hypotheses and elimination to accommodate the learning of color mixing on their own. The experience of coming to conclusions on and individual level allows students the equilibration of learning new things that constructionism highlights.

Cognitivism in Practice

Concept mapping is a great way to aid student's cognitive learning. Showing a student the "big picture" allows them to grasp where it is their learning should be going. I personally am a very visual learner, however, simply seeing a picture does not a long-term memory make. For me. like many students, they need to organize incoming information and sort it in a way that makes sense to them. Once the big picture is processed them students can dig in further and build on that foundation.

Relating information in any way possible to things that can remind a student of something they already know will grant ques for remembering and storing information. Students need to form attachments to the goals they are learning. It seems to me that a student would better retain information that they organize themselves rather than copying notes from a book, overhead projector or lecture. I could write or copy something one hundred times and still not understand what it is that I am writing. I need to make those connections, attach meanings and organize my thoughts in a way that works for me. Technology has granted us many options these days. We have new and exciting ways to organize and sort incoming information. Even our blog reader provides us with and easier way to sort and chose the new information coming in.

Behaviorism in Practice

Behaviorism and education seem to be evident, as reinforcement and punishment seem to be needed in different facets of education. However, it is safe to say that there should be no salivating students at the sound of a ringing bell... well except around lunch time. In the text Using Technology with Classroom Instruction that Works, there are several examples provided that have a behaviorist resemblance. To me, rewarding effort seems like a no-brainer and comes instinctual as a teacher. Focusing on the positives and allow a student to see the benefits without resorting to negative stimulus seems very appropriate to me. Are there situations where punishment is needed, absolutely, but defenatley not always.

I use rubrics for every project in my art class and effort is always a major part of that. At the elementary level the interest in learning and applying skills can be just as important as the end result. I love the idea of using software like Survey Monkey to question the students about their own personal reflection of their efforts. I have done this in the past with reflective blogging but plan to implement some survey reflections instead. My hope is that students find reinforcement in realizing the great effort and job that they have completed.

Any stimulus that draws in a student works as motivation. Motivation seems to be a self-reinforcement. When you take and interest in something you tend to give it your best shot rather than just getting by for the sake of being done.

Bridging Learning Theory, Instruction, and Technology

New year, new class. I am really looking forward to this class.

I love these hands-on tech classes!

Understanding the Impact of Technology on Education, Work, and Society

While working towards my Master’s degree I have recently completed a course that provided me with a great insight into the ways technology has impacted different facets of our world. Throughout this course I was able to take concepts that I had heard of or dabbled in and fully understand their power and abilities in my classroom. Not only do I now understand the inner workings of Web 2.0 applications such as blogging, wikis and podcasting I have expanded my knowledge of the ways these applications affect the business and education world as well as society.

The first thing that caught my curiosity in this particular course was the posed question of how does technology allow you to do something differently or to do something different? This is an important reflection. There are plenty of teachers who replace an overhead with a PowerPoint and fill out their technology standard. Using PowerPoint instead of writing on the board or lecturing is a way of doing the same thing differently; giving students a new way of taking in information is doing something differently. As technology and education change and evolve so should our role as educators. Students no longer need to rely solely on their teacher or a single textbook to learn information; they have a wealth of information at their fingertips. We as educators must stay current and readjust our role in the classroom. We now need to move into a facilitator role providing students with experiences rather than lessons and tests. Using various technologies and learning experiences allows students to be higher level thinkers and retain information that they themselves take ownership in.

It is unfair to ask a student to walk into a school building and ask them to turn a blind eye to the technologies they have been surrounded with since they were young. As posted in an earlier blog today’s students are digital natives and we need to cater to that so we do not bore them. We cannot expect them to pick up a paper and pencil and take a test and compute in a today’s working world. We also should not limit our students to our own depth of knowledge; it would be egotistical to think that I know everything a student needs to know. If I am teaching about Van Gogh, it would be a shame to only pass on the knowledge and experiences I have. I want to give my students my own experiences and information as well as let them have their own and teach me things as well. I learn something new daily; sometimes useless and sometimes very pertinent. Most importantly I want my students to have the access and the opportunities that are out there in today’s technological world and I too will learn with them as well as better my role as the facilitator and educator.

Two short term goals that I will hold for my classroom in this upcoming year is to become more of a facilitator in my classroom and to uphold the duty of doing different things by making sure I am not just doing the same things in a different way. I want to implement all of the Web 2.0 applications in different facets to expose my students. Another goal is to keep reflecting because as I conquer these new application there will be new ones. Reflecting and keeping my lifelong commitment to learning will allow me to evolve into a better teacher.