Concept 3

Games in Education

In the age of the Digital Natives where students understand the value of digital technology and use Information and Communication Technologies (ICTs) ‘to seek out opportunities for implementing it with a view to make an impact’ it is vital that pedagogies follow this evolution. (Wikipedia, 2012) Through lengthy discussion and presentations revolving gaming in education, I found a point of interest: How can I include gaming within my classroom? I had the belief that yes, gaming in the classroom would engage my students immensely, but just how can I make it classroom worthy and educationally challenging?

The Key Learning Area of Science has the potential to integrate gaming to increase both understanding and application of knowledge.  ‘Quest2learn’ is a science based online game that enables students to assist the immune system in fighting illness.  Rather than reading a textbook about the human body and bodily functions, students are able to learn this knowledge whilst applying to a real-life situation, which provides an education superior to the traditional (Curtis, 2011). Not only do the students get the opportunity to apply their knowledge (Bloom, 1956) they are also excited by Science, encouraging students to follow Science and possibly adopt a science related career.  (Ferenstein, 2010)

Social gaming is another widely recognized area of education.  Social video games or simulated environments provide ‘immersive environments that simulate real-world problems’ (Ferenstein, 2010).  Providing students with authentic learning experiences in and ‘Low-fidelity’ simulations enables students to develop the specific concepts the game is aimed at whilst reducing unnecessary variables. Such simulations can expose students to otherwise inaccessible or unalterable environments such as Space (Solar system) or the ability to plan, construct and over-see a town or civilisation and how social systems outplay over periods of time. (Barnett, Barab, & Hay) The exploration of the Solar System is a theme utilised in various primary grades.  The ability for students to see Space in a simulated environment, as well as interact with the planets, reading and viewing their features, will help stimulate auditory, visual and kinesthetic learners.  The ability to effectively incorporate simulated environments such as Space into my classroom has opened up teaching and learning opportunities otherwise impossible prior to 4001EDN.  Engaging students in these environments, rather than telling them about them, reading about them or showing still images will ensure students gain a deeper understanding about how these systems work. 

Providing students with ‘drill and practice’ learning through video games is a skill otherwise hard to maintain.  Repetition of numerous highly related instances and skills in a gaming context is imperative to move to the next level and continue the game. Students need to reach the goal of that level to continue to the next, the presence of problem-based-learning (Savery & Duffy 1995).   This type of gaming can be used as practice, application and revision of concepts, and has been found effective for use with students with learning disabilities (Ke & Grabowski, 2007)

References

Barab, S.A., Hay, K.E., & Duffy, T.M. 1999. Grounded constructions and how technology can help. Tech Trends,43 (2), 15-23.

Barnett, M., Barab, S. A., & Hay, K. E. in review. The virtual solar system project: Student modeling of the Solar System. Submitted to the Journal of College Science Teaching.

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

Murray, C. (2010). Mobile learning in the classroom. Agora, 45(1), 48-54.

Curtis, D. (2011). Project-Based Learning: Real-World Issues Motivate Students. Retrieved 20 April, 2012 from http://www.edutopia.org/project-based-learning-student-motivation

Ferenstein, G. (2010) How social gaming is improving education.  Retrieved 21 April, 2012, from http://mashable.com/2010/02/07/social-gaming-education/

Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning: Cooperative or not? British Jour- nal of Educational Technology, 38(2), 249-259.

Savery, J.R., & Duffy, T.M. 1995. Problem based learning: An instructional model and its constructivist framework.

Educational Technology, 35(5), 31-37.

Concept 2

ICT in the Early Years – Interactive Whiteboards

As schools move progressively into digital learning environments, Interactive Whiteboards (IWBs) are widely being adopted within classrooms.  The phenomenal range of uses IWBs have in an educational environment means the implementation of the technology provides many learning experiences no other technology can. 

Rachel and Aleisha presented a range of workshops on the Early Years and in particular the many uses of Interactive Whiteboards in these classrooms.  Throughout my placement I used IWB’s for a range of learning experiences, although these did not extend to the outcomes we were shown during these presentations.  I now delved deeper into the application of IWB’s in the early years and how they enhance learning.  My prior understanding and use of IWB’s in these classrooms were: projection of videos and minimal interactive programs such as ‘Letterland’.  Through presentations and wide research, I now have a clear understanding of the correct way to use IWB’s in the classroom.  Interactive whiteboards are used as an instructional tool for student engagement. Providing students with engaging learning through delivering of instruction in three ways, visually, auditory and tactile as well as a digitally enhanced environment. (Beeland, 2002)  This may include using software such as powerpoint, imovie, audacity for a presentation of text, video and images which develops vocabulary, pronunciation as well as engaging visual and auditory learners.  Learning objects created personally, or gathered from the learning place or other resource collating sites can be used to engage, reflect prior knowledge, develop understanding and implement and apply gained knowledge to the same or varied situations.  These tactile learning experiences enhance the learning of kinesthetic learners, as they are able to directly interact with their learning.  Although these technologies have been found to enhance learning (Beeland, 2002), it is vital that they are evaluated and used for the correct reasons.  Evaluating the context, input, process (design, development and implementation) and product (what is the outcome). (Williams, 2000) Beauchamp documented that when teachers use IWB’s in the classroom they spent more time providing information than asking questions and engaging students in discussion. () These findings conclude that any equal medium needs to be found between the technology and effective pedagogy practices.  The use of IWBs in the classroom and traditional books and whiteboards need to be equalised, as evidence suggests some students have trouble concentrating on learning with the use of IWB’s and are more capable learners when engaging individually or as a class using traditional resources such as books.  (Beeland, 2002)

References

Beeland, W. (2002), Student engagement, visual learning and technology: can interactive whiteboards help?, Annual conference of Association of Information Technology for Teaching Education, Trinity College, Dublin.

Williams, D. D. (2000). Evaluation of learning objects and instruction using learning objects. In D. A. Wiley (Ed.), The instructional use of learning objects. Retrieved April 20, from http://reusability.org/read/chapters/williams.doc

Concept 1

Educational Applications

In today’s society, students have access to mobile technologies that are significantly more capable than desktop computers.  These technologies not only provide access to the Internet and various applications, but also deliver email and instant messaging, one of the most readily used forms of communication. (Murray, 2010) Educational Applications were never an aspect of Information and Communication Technologies  (ICT) I used within my pedagogy prior to 4001EDN.  My personal research and investigation enlightened my educational thoughts with the discovery of educational apps whilst researching ‘mobile learning’. Through reading and seeing examples and a range of uses for applications, I followed the pathway of applications, where I was exposed to enormous amounts of information in relation to education.  Applications are an aspect of mobile learning (m-learning). Discovering Educational applications changed my thoughts and views on both ICT’s in the classroom and games in education.  Not only can they be used in addition to current teaching practices to enhance teaching, if implemented correctly they provide engaging learning experiences and higher-order thinking. (Mayorga-Toledano & Fernandez-Morales, 2004) Founding these applications such as ‘Story Kit’, flashcards and ‘Hungry Fish’ have enhanced my teaching ideas with individuality and creativity.

The development of itunes U (Apple education, 2012) has taken the app world by storm.  Producing an education specific application, which allows users (schools, Universities, Teachers) to create a whole course online, not just a playlist.  This enables students to access and learn anything, anywhere, anytime (Apple Education, 2012).  The creation of a course in itunes U would mean students are able to pre-teach themselves concepts, revise concepts and extend their thinking and learning through reading of ibooks, learning objects, images and audio and presentations.  Having the ability to do this outside of the classroom, as well as part of the classroom learning creates endless opportunities for educators and students.  The ability to deepen my students thinking to develop higher order thinking skills (Bloom, 1956) as well as providing them with interactive, engaging learning experiences in all areas of the curriculum and hidden curriculum (general capabilities including information and communication technology, critical and creative thinking, personal and social capability (ACARA, 2011)) is the first step to providing life long learners. (Apple education, 2012)  

A specific app that I would implement into early years literacy would be 'Storykit'.  This app provides students with the opportunity to create digital storybooks inclusive of voice recording (an aspect of podcasting), still image capture, written language (typing) and the opportunity to digitally draw images, or upload still digital images into their personal story books.  This application would invest ‘thinking creatively’ into the students’ literacy learning (Four C's – learning and innovation skills)(Partnership for 21^st Century skills, 2011).  Communication and decision making is embedded when the students have to decide which form of communication would best suit the message they are aiming to get across to their specific audience.  This could include incorporating song, voiceovers, images, wording, including amount of text, type of text and vocabulary.  Alongside the Four C’s (Partnership for 21^st Century skills, 2011), the process of Blooms Taxonomy ( ) would be followed, and students ultimately reaching the ‘creating’ stage when completing their storybook. 

Not only have I discovered a range of educational advantageous applications, I have also been taught search techniques and the wide world of blogs that provide such deep knowledge for application in the classroom of such technologies. 

References

Apple Education. (2012) ITunes U. Retrieved April 26, 2012, from http://www.apple.com/education/itunes-u/

Australian curriculum, assessment and reporting Authority. (2011) General capabilities. Retrieved April 26, 2012, from http://www.acara.edu.au/curriculum/general_capabilities.html

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

Murray, C. (2010). Mobile learning in the classroom. Agora, 45(1), 48-54.

Mayorga-Toledano, M.C. & Fernandez-Morales, A. (2004) Learning tools for Java enabled phones. An application for actuarial studies. In J. Attewell & C. Savill-Smith (Eds.), MLEARN 2003. Learning with mobile devices (pp. 95-99). London: Learning and Skills Development Agency.

Partnership for 21^st Century skills. (2011) Framework for 21^st Century Learning. Retrieved April 25, 2012, from http://www.p21.org/overview/skills-framework

Video Presentation

Please view below, Jessica Norris and my Video Presentation  - Podcasting

Week 6

Week 5

I was unable to attend the Week 5 Tutorial for personal reasons, although due to the flipped classroom approach, I believe I was able to participate effectively in the learning that was planned for this workshop.  Through the various readings, and continuation of play of the sim classroom I gained knowledge and insight into Student ICT expectations and the NET*S Project.

Through engaging with the Students Expectation (Smart Classrooms) my understanding of how this document can be used to integrate and to develop student knowledge and learning across the curriculum using ICT applications.

I understand that through the ICT cross-curricular priorities teachers need to look back and forward on the junctures of ICT's as a general capability.  Previous junctures are not stated in later junctures therefore teachers need to ensure capabilities of these junctures prior to continuation with further.  These ICT expectations are not explicitly taught in a ICT KLA, the knowledge, understanding and skills need to be integrated, applied and used within a range of pedagogical outcomes.  Differentiation of the application of these skills may be necessary for students working at a higher juncture to continue challenge and engagement with ICT's, and the same with students that are working at a lower juncture.  Students working at a previous juncture may be explicit and direct teaching of knowledge, understanding and skills to gain ability to use and apply these into their learning.  Each year level is provided with expectations in the processes of inquiry and research across the Key Learning Areas.  Students are also required to select and use ICT to create a range of products to suit purpose and audience.
Effective communication through the use of ICT's, with ICT conventions being explored and used to produce the most effective communication and presentation for the specific purpose.  Uses these ICT's in a safe and ethical way, taking into consideration how they are used in the community and may impact people.
Students are required to operate ICT efficiently and safely, which is in relation to the physical operation of ICT's and the selection of appropriate ICT's which can be used collaboratively to suit curriculum purposes.
Operational skills students are required to navigate software and virtual worlds, as well as use these ICT's to manage, store and retrieve information and data.  The skills required within this criteria help students to engage effectively with the software and have the knowledge and ability to use these softwares to more effectively create and produce knowledge attainment in all KLA's across their education.
Criteria also includes reflection of the selected ICT in the inquiry process, their use of ICT as creative tools, where students are required to directly reflect on the assistance and usefulness of the integrated ICT's to their learning and engagement.

NET*S

Week 3

Workshop 3

During workshop three we engaged in a discussion of readings which were done prior to the workshop.  The focus reading was the Horizon Report, which included

This week