Using the GAME Plan Process with Students

The GAME plan process would be very beneficial for my students, with respect to developing their proficiency in technology. Very few, if any, people can do everything, so students can focus on an area that they know they are weak in, and improve. Out of this entire process, I think that creating the “Action” part of the plan is the most frustrating. It is difficult to define a course of action, if you are not familiar with the goals that you want attain. A lot of research needs to be done, but this could be the very goal that students are trying to get better at.

The GAME plan process will also help them reach proficiency in the NETS•S indicators, specifically numbers one, three, four, and six (International Society for Technology in Education, 2007). In order to complete the process, students will need to be creative, think critically, conduct research, and understand the technologies that they are using. In other words, by simply going through the process, regardless of goals, students will be improving the technological proficiencies.

References

Cennamo, 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.

International Society for Technology in Education. (2007). The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

International Society for Technology in Education. (2008). The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

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4 Responses to “Using the GAME Plan Process with Students”

  1. I completely agree that the actions step of the GAME plan can be the hardest part to complete. Not only do they have to make sure that they are relating their action steps to the goals they wish to achieve, but they need to make sure that they are steps that can be monitored and evaluated as well. I agree also that the more they create GAME plans the better they will become at this process and will thus be meeting many of the NETS-S standards towards technology proficiency. Just going through the GAME plan process myself, it is easy to see how this could be a very beneficial process to students, especially in making them take the steps necessary to reflect on their learning as well as take responsibility for it.

  2. Yes, the Action steps are also harder for us as we need to find the tools to do them with in an environment that changes faster than diapers on an infant. I am amazed at what happens that I can barely keep up with. The best thing is to be able to see how someone has applied a tool to a particular need or concept, then you can gain their experience before you try it.

    If we can allow kids to develop their GAME on these new tools, they will have some experience to give them confidence … assuming the world hasn’t shift completely before they take a job.

  3. I feel that my students do a great job coming up with goals. I agree with you, that the action step is hard for them. They can tell you what to do or how to do it, but to actually act it out is difficult for them. Maybe through practice, students would get better at the action step.

  4. I think the game plan will be affective with out students but I think that the goal section would be the most difficult for my students. I have found that my sixth graders have a difficult time looking more than five minutes ahead let alone making long term goals. I will have to start out by teaching my students how to make goals.

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