Thursday, October 20, 2011
Assignment #4
I think the Edmodo is an excellent resource for ELA teachers. Due to its versatility and use as a social networking forum I think that today's students would be more than pleased to use this site. If used for homework it also is very "green".
Wednesday, October 19, 2011
Assignment #2
My philosophy for using gaming in the classroom focuses on using research based gaming practices to enhance and advance the ELA curriculm as well as the emerging "new literacies." As the technology coordinator, my focus would be on finding the research based games and teaching my ELA teachers how to use them effectively.
One issue that I am having with the ELA teachers in my school is that they are not very open to incorporating new technology into their curriculum. And it is not just ELA teachers. I feel like we are not educating our educators in technology and there is a reaction against technology. I will admit when I first started this program I was not really sure if technology was the answer. However, since I have become much more familiar and proficient with the technology and its applications I am much more likely to use it. I keep myself from becoming overwhelmed with it, by making at least one solid addition per year in the technology department to my curriculum. Last year it was Vokis', this year I want to try geo tagging... I had the discussion today with an ELA teacher in my school about her thoughts on using computers, and more specifically gaming in the classroom. She told me quite frankly, "What's the point if the kids can't even read and write without the computers". I tried to argue that their [the kids] brains are hard wired differently and asking them to complete assignments the old way is like trying to teach them in a foreign language. At this point, another teacher came to her defense and said "What are we just going to let our kids stop writing and let them type everything?" I did point out that for thousands of years people didn't write anything down, that learning was an oral tradition and perhaps we are on the cusp of a new era. Neither teacher would have anything to do with it. Their loss??? No, not really the kids loss. We need to find a way to teach our teachers to embrace technology. I remember life before the internet, cell phones, personal computers and ..... I too was a reluctant learner. However,my ability to use technology now instead of asking my daughter to do sometihng is very satisfying. I am definitely for its use in the classroom and anywhere else it can be useful.
One issue that I am having with the ELA teachers in my school is that they are not very open to incorporating new technology into their curriculum. And it is not just ELA teachers. I feel like we are not educating our educators in technology and there is a reaction against technology. I will admit when I first started this program I was not really sure if technology was the answer. However, since I have become much more familiar and proficient with the technology and its applications I am much more likely to use it. I keep myself from becoming overwhelmed with it, by making at least one solid addition per year in the technology department to my curriculum. Last year it was Vokis', this year I want to try geo tagging... I had the discussion today with an ELA teacher in my school about her thoughts on using computers, and more specifically gaming in the classroom. She told me quite frankly, "What's the point if the kids can't even read and write without the computers". I tried to argue that their [the kids] brains are hard wired differently and asking them to complete assignments the old way is like trying to teach them in a foreign language. At this point, another teacher came to her defense and said "What are we just going to let our kids stop writing and let them type everything?" I did point out that for thousands of years people didn't write anything down, that learning was an oral tradition and perhaps we are on the cusp of a new era. Neither teacher would have anything to do with it. Their loss??? No, not really the kids loss. We need to find a way to teach our teachers to embrace technology. I remember life before the internet, cell phones, personal computers and ..... I too was a reluctant learner. However,my ability to use technology now instead of asking my daughter to do sometihng is very satisfying. I am definitely for its use in the classroom and anywhere else it can be useful.
Assignment #1
I created my account with Gamestar and was playing the introduction game and realized I didn't really like the game. It wasn't overly difficult, I just found it made me nervous. I was so "nervous" about running into the bad guys and losing my life hearts that I couldn't really concentrate. It felt very Pac Manish to me. Is it because I am not used to playing that kind of game??? Any comments would be appreciated. That being said, how would you deal with a student who has that kind of a reaction to a game? I do not have that reaction to all games I play but I do know that certain kinds of games do produce "anxiety"... I want to be able to incorporate "gaming" into the classroom and I do see the benefits it could produce. I just feel like we could probably spend an entire course looking into "gaming" and new literacies.
Just playing the game requires several different core standards, reading, deciphering, following directions...I would love to see more research based literature on the types of games and or specific games to use for the desired outcomes.
Just playing the game requires several different core standards, reading, deciphering, following directions...I would love to see more research based literature on the types of games and or specific games to use for the desired outcomes.
Wednesday, October 12, 2011
Week 5
Drop Box Article
Hello Everyone,
I chose this article because it looks at the affect of technology on critical thinking and essay writing for students. It also looks at the influence gender may play on the outcome. I thought the article was interesting because it addresses the gender difference. As research shows, learning differences do exist between the two sexes. I think that as educators the more we know about the differences that do exist, the better we can facilitate knowledge for everyone. Think of it as differentiated learning. I do not think one gender is better than the other gender at any given task in learning, I do believe that gender does influence learning, even if it is only to the extent on how individual educators view gender. Even though the study was relatively small (two different essays written one year apart) and not very extensive (only 80 participants) it does shed some light on the gender difference. It also begs for more research to be done on the influence of technology on both sexes and learning. Enjoy!! : ) -Anne
Hello Everyone,
I chose this article because it looks at the affect of technology on critical thinking and essay writing for students. It also looks at the influence gender may play on the outcome. I thought the article was interesting because it addresses the gender difference. As research shows, learning differences do exist between the two sexes. I think that as educators the more we know about the differences that do exist, the better we can facilitate knowledge for everyone. Think of it as differentiated learning. I do not think one gender is better than the other gender at any given task in learning, I do believe that gender does influence learning, even if it is only to the extent on how individual educators view gender. Even though the study was relatively small (two different essays written one year apart) and not very extensive (only 80 participants) it does shed some light on the gender difference. It also begs for more research to be done on the influence of technology on both sexes and learning. Enjoy!! : ) -Anne
Sunday, October 9, 2011
Week 4 - Assignment #2
Introduction: I could see this game being used in a 12th grade ELA course. I would choose to use it in 12th grade, as opposed to lower grades, because I think it would be most relevant for a student who is preparing to go out into the world on their own for the first time. It would benefit those going straight into the workforce and those going off to college. The game demands that the player live according to a spending plan and budget resources wisely. Besides teaching new literacies, it teaches how important it is to budget money. It portrays life’s unexpected expenses and choices that have to be made when they arise. It requires mathematical skills and economic skills as well. It is cross curricular on many levels.
Subject: ELA
Grade Level: 12th
Common Core Standards and Learning Outcomes:
§ Reading
§ RI 11-12.3. “Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.”
§ RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how a Youda Marina defines and uses a budget).
§ RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
§ Writing
§ W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
§ Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
§ Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
§ W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
- Provide a conclusion that follows from and reflects on what is experienced.
§ W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
§ Speaking & Listening
§ SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
- SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Instructional Activities;
Technology: Personal computer, tutorial on the game, defining key vocabulary
Assessment: would be based on the success of the player in playing the game. Were they able to stay within their spending plan, build a successful business, satisfy clients, provide for the needs of the business, complete tasks in the specified time, follow directions, etc.
Debriefing: would be a presentation based on discussions on strategies the player used during the game, what the outcomes of those strategies were, did they work or if they didn’t what do you attribute that to, what could you have done differently and how does this all relate to the real world.
Cognitive skills: Problem solving, connections and conclusions based on course of action, analysis (breaking information down), synthesis (putting information together), and evaluation.
New Literacies: Use of multimedia, analysis of information presented (is it reliable or not), ICTs, and uses of the internet.
Week 4 - Assignment #1
For this assignment I went on-line to both www.shockwave.com and www.youdagames.com. After several hours of playing various games-Mahjong Daily, Text Twist etc. I finally decided to choose a game called Youda Marina for this assignment. The gaming elements used to provide users the learning content were text and visual-graphic elements. The text was in the form of conversation bubbles. These bubbles were coming from a character that looked like a “pimped out” Bob Haskins. The visual graphics that accompanied the game were very visible and not at all confusing. During the tutorial, large bright green blinking arrows would point to the part of the screen where you needed to focus and the conversation bubble would direct you as to what you had to do. You could not advance through the tutorial until you had successfully mastered the tasks you were given. The tasks were all relevant to and based on what you would have to do during the actual game. You were also given time during the tutorial to stop and play to familiarize yourself with all the features of the game.
The goals of the game are time management and simulation. The rules appear to be very simple. You are given a budget of $11,000.00 to start the game. You start by creating an exotic marina within the constraints of a spending plan. You earn more money by completing tasks as they come up and by creating businesses in the areas surrounding you marina. As boats dock at your marina they pay a fee. This allows you to spend more money to attract more boats. However, as you attract more boats and more people, you need to expand as well as maintain the docks and businesses that you have to keep the consumer happy. If you don’t then you lose money. You also need to provide municipal services, accommodations, restaurants, and on land activities for your clientele. Although the rules appear to be straight forward the task is not as easy as it would seem. As opportunities to earn money come up, you are given a set amount of time before the opportunity is lost. So, while I was trying to maintain my docks and fill all the slips to earn money, I was constantly being interrupted by unsatisfied guests or costly maintenance and repairs. Ultimately, what was initially a relatively easy game progressively became more complicated as you advanced through the levels.
The game has a scenario design that is embedded in curriculum-related content. This particular game could be touted as cross curricular. Youda Marina seems to be very similar to the SIMCITY game that is referenced in the article. This game provides a very real experience. It includes, but is not limited to finance, budgeting, mathematics, managerial skills, higher level thinking and satisfying customers.
I would definitely recommend this game for school use. It was clear, concise, had nice graphics and the language was very appropriate for a school setting. The only thing I found a tad annoying was the continuous and repetitious reggae music playing in the background. That’s why they in vented volume switches!!!
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