As much as I would like to, I do not anticipate directly addressing my students' use of technology with the GAME plan in the near future. Instead, I will be using the GAME plan as another tool to help students take charge of their own education.
This fall in partnership with a colleague, I have radically changed the way I present material in my geometry classes. Now, it is highly student-centered, and the responsibility per student is much higher than it has ever been previously. While this makes a good model once students buy into the idea, it is a massive shift for many, and it has not been a smooth transition for some.
Our student-centered approach relies heavily on personal reflection; each student writes a log of their performance on quizzes, making specific notes about what they did well and what needs improvement. Along with that second part, students are writing specific skills they need to improve and specific steps they will take to improve those skills. We then use a different personal reflection at the end of each chapter so that students can view their progress.
After several weeks in this model, some students are really seeing the benefits of diving into the material and have made great strides. However, other students fail to see any link between their actions and the outcomes and insist on placing blame anywhere they can find. For those students, it takes dedicated conversations around their actions and relative levels of success, and the GAME plan can be an active part of those discussions.
Using the GAME plan is a good way for students to get in touch with the realities of their situation since it closes the loop. Not only are there goals, but also specific actions to take toward those goals. So far, that part of the plan is not much different than the personal reflections that my students are already doing. However, the "monitor" and "evaluate" portions of the plan help to show students exactly what is going on and whether it is working.
As a facilitator of those discussions with students, the GAME plan allows me to place the focus on their actions, not on the person. All too often, students with difficulties in school already feel poorly about themselves, and many have all sorts of defense mechanisms already in place. Blame placing is one of those mechanisms that serves to remove the focus from the student. By relying on what the student writes in the GAME plan, the conversation can deal directly with the issues, without placing the student in a position of vulnerability, and without making the teacher an antagonist. Instead, the plan speaks largely for itself, and the student's actions either measure up or they do not. This is one way of making reality more concrete for students, allowing them to deal productively with uncomfortable truths.