In 300-500 words…ready…set…go!
1. What group did you join in Diigo and why?
The first time we were required to explore Diigo, I searched for groups related to math education. This time, I chose to join Educational Mashups, as this is what we are focusing on for our group projects.
2. What is the appeal for the young and old to network in online places like the ones you examined this week?
The appeal is simplicity for personal needs. According to the video, Social Media in Plain English, social media is by the people, for the people. From a single person to a huge corporation, the choice is yours. What are you choosing? As stated in the 2011 Horizon Report, you, as the learner, choose the tools and the pace to fit your needs. This choice also includes the people and connections you see in any social networking platform (Social Networking in Plain English).
3. If used in a classroom, how might networking websites positively and negatively affect teaching and learning?
A benefit is the ability to connect users, giving the ability to learn while doing. The ability to work with others at a distance as well as in person is important (Flat Connections Global Project). A disadvantage would be the overwhelming distraction of the amount of websites available, as well as for students to determine which are legitimate. The list of social networking sites on Wikipedia was overwhelming to me!
4. In what kind of site might you tend to spend most of your time networking and for what purpose?
I think many of us share a commonality in the loss of time we experience in Facebook. It’s mindless. It passes time. It allows for connections with friends and family without the boundaries of time. Plus, it’s fun. I love looking at the variety of pictures people post.
5. In what ways will this benefit you and what do you think might be the drawbacks?
I began using Facebook as a Personal Learning Environment (PLE) this semester. My Curriculum and Instruction cohort meets once every week, but the weather has not allowed us to maintain our schedule. We created a group on Facebook. There, we post important documents to review and critique. This has been very helpful to all of us, as we are all in the midst of writing curriculum for the first time. The drawback, as I mentioned above, is the complete loss of time I experience while scrolling through peoples posts and pictures.
Resources
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011
Horizon Report. Austin Texas: The New Media Consortium.
Flat Connections Global Project. (n.d.). - Building bridges for the future through collaborative projects. Retrieved February 15, 2014, from http://flatconnectionsglobalproject.net/
List of social networking websites. (2014, February 13). Wikipedia. Retrieved February 15, 2014, from http://en.wikipedia.org/wiki/List_of_social_networking_websites
Social Media in Plain English. (2008, May 28). YouTube. Retrieved February 15, 2014, from http://www.youtube.com/watch?v=MpIOClX1jPE
Social Networking in Plain English. (2007, June 27). YouTube. Retrieved February 15, 2014, from http://www.youtube.com/watch?v=6a_KF7TYKVc
Saturday, February 15, 2014
Wednesday, February 5, 2014
Gaming
The title could mislead you, for gaming isn't all fun and games!
Question: What do I think about gaming in the classroom?
Funny you should ask. I've always been a big fan of classroom gaming, although it is *just* now becoming more high-tech. You see, I'm a math teacher in a large, urban district. My teen-aged students have no interest in what I have to say unless I sell it. Part of the sales pitch involves some kind of game. Sometimes, the students play against me. Sometimes, it's half the class versus the other half. Often, I have student-versus-student games to help nail down a concept. I've always taught this way, and I know my students and their parents appreciate this instructional approach. How do I know? They've told me for years. Better than being told? They're learning, excelling, and enjoying the process. Gaming provides challenge, friendly competition, motivation, and fun. I embrace the future in gaming technology for education.
Describe three of the gaming/simulation/virtual reality sites you explored in Assignment 5.3...
As a middle school math teacher, I immediately began exploring sites angled at middle and secondary students. The first site I visited was Budget Hero.
I chose this because, well, hello! Budget = Math, right? Well, true, but this was not what I was imagining. I was imagining a personal budget simulation game or maybe a household budget simulation. Well, I was thinking on a much smaller scale, because Budget Hero allows the gamer to take on the federal budget! Honestly, I tried to play. It was difficult. I didn't give it the proper time and attention it deserved. If I was a student in a government or civics class, this game would be very helpful in understanding the inner-workings of the federal budget. It is multi-layered and takes a lot of thought. This game is not a pass-the-time-away type of game--it is fully instructional.
The second site I explored was McDonald's the Game.
I love this simulation game. There is not one single aspect of McDonald's that is left out. Seriously. Some things were even a bit disturbing. For example, if you have a sick cow, you have to shoot it. Also, you make use of the leftover "organic waste" after a cow is slaughtered. The gamer can even decide to administer hormones to the cattle! Aside from the agricultural and feed lot sectors, there is the fast food sector and headquarters. Gamers must monitor the crew, customers, brand awareness, burgers, and the fields and cattle, all while trying to make money. This game is no joke. It is complex, yet easy to understand and operate. It is pleasant to look at and, well, fun! I tried to make profit but kept going under. Clearly, I'm no Ray Kroc. That being said, I can keep trying--and so can students. There is much to be learned in the land of McDonald's.
Save the best for last, yes? The last site I visited was the best for me and my students. Frankly, I want to go back and play instead of writing this blog post. So, what is it? It's called the Problem Site, and I had NO problems allowing minutes to fly by as I explored all that there was to offer.
The Problem Site contains links to many flash games that are mathematically based. The best part? The games are quick to learn. This is important when a class period is only 42-minutes long. So, why are these quick-to-learn games so great? They are challenging and fun. They allow for skills practice and mastery. They are intriguing. They require logic. Obviously, I love this site. It is something I am going to start using this week--that is, if we ever escape the never-ending bliss of multiple snow days.
Overall, this week's investigations have been enjoyable. I'm a huge believer in the benefits that gaming has in education. Aside from the obvious fun of gaming, it was nice to read the research that defends the practice of gaming. In the article Sims vs. Games: The Difference Defined, several benefits of gaming were listed. Three stood out to me: 1) gaming promotes cooperation and collaboration; 2) gaming requires students to make effective decisions under stress; and 3) gaming often requires students to make ethical or moral decisions. The underlying theme here is real-life skills practice. What is more important than preparing our students for independence in the real world? It is important that teachers avoid disrespectfully dismissing gaming as a waste of time. Games can be great teachers and great motivators.
In the 2011 Horizon Report, I learned a new term: MMO. Massively Multiplayer Online. Games that are MMO require collaboration and problem solving. As a math teacher, this is what I am teaching my young teens daily. The vehicle through which I teach these skills is math, but the focus IS collaboration and problem solving. Combining what I already teach with gaming is only going to solidify these important life skills.
In gaming situations, students are less likely to be afraid of trying new things. There isn't the worry of making mistakes, because mistakes can be made without any risks (No Gamer Left Behind: Virtual Learning Goes to the Next Level). Schools have the opportunity to embrace and make use of cell phones and tablets. Games are a powerful way to tap into the interests of kids. We are living with a "knowledge economy", not an industrial economy. Times are changing and, as teachers, we must be leaders to our students in this change.
Virtual reality (VR) is a technology that allows students to explore and manipulate computer-generated, 3-dimensional multimedia environments in real-time (Virtual Reality/Simulations). VR is awesome. The first time I experienced VR was in Houston in 1994. It's not a new technology, just more accessible. VR allows for learning experiences across all grade levels and content areas. The major set-back is the lack of teacher training. In large, urban districts, computer maintenance and availability can also hinder the usage of VR experiences for students. Again, this is why it is critical for teachers to find a way to embrace and utilize the smart phones in the back pockets of our students.
Augmented Reality (AR) was a new term for me this week. According to the 2011 Horizon Report, AR is the layering of information over 3-dimensional spaces. Immediately, I thought of Google Glass. AR is interactive, connecting real life with educational experiences. The problem I see is that special glasses/goggles or another type of special scope is required. I didn't see any information regarding the cost of this technology, but I can imagine it is NOT cheap. AR looks awesome. As it develops and becomes more readily available to public schools, I will definitely use it in the classroom. The AR books I saw in the video clips are breathtaking. Aside from the illustrations of a story jumping right off the page, imagine the comprehension that will come from being able to view a graph as IT jumps off the page?
References
2011 Horizon Report K-12. (n.d.). 2011 Horizon Report K-12. Retrieved February 5, 2014, from http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
No Gamer Left Behind: Virtual Learning Goes to the Next Level. (n.d.). YouTube. Retrieved February 4, 2014, from http://www.youtube.com
Not a Game: Inside Virtual Iraq. (2008, May 22). YouTube. Retrieved February 5, 2014, from http://www.youtube.com/watch?v=R6kl2BuhKmM
Sims vs. Games: The Difference Defined. (n.d.). Edutopia. Retrieved February 5, 2014, from http://www.edutopia.org/sims-vs-games
Soldiers Get Virtual Reality Therapy for Burn Pain. (2008, November 10). YouTube. Retrieved February 5, 2014, from http://www.youtube.com/watch?v=jNIqyyypojg
Virtual Reality/Simulations | National Center on Accessible Instructional Materials. (n.d.). Virtual Reality/Simulations | National
Center on Accessible Instructional Materials. Retrieved February 5, 2014, from http://aim.cast.org/learn/historyarchive/backgroundpapers/virtual_simulations#.UvKOJ5WPLIU
Question: What do I think about gaming in the classroom?
Funny you should ask. I've always been a big fan of classroom gaming, although it is *just* now becoming more high-tech. You see, I'm a math teacher in a large, urban district. My teen-aged students have no interest in what I have to say unless I sell it. Part of the sales pitch involves some kind of game. Sometimes, the students play against me. Sometimes, it's half the class versus the other half. Often, I have student-versus-student games to help nail down a concept. I've always taught this way, and I know my students and their parents appreciate this instructional approach. How do I know? They've told me for years. Better than being told? They're learning, excelling, and enjoying the process. Gaming provides challenge, friendly competition, motivation, and fun. I embrace the future in gaming technology for education.
Describe three of the gaming/simulation/virtual reality sites you explored in Assignment 5.3...
As a middle school math teacher, I immediately began exploring sites angled at middle and secondary students. The first site I visited was Budget Hero.
I chose this because, well, hello! Budget = Math, right? Well, true, but this was not what I was imagining. I was imagining a personal budget simulation game or maybe a household budget simulation. Well, I was thinking on a much smaller scale, because Budget Hero allows the gamer to take on the federal budget! Honestly, I tried to play. It was difficult. I didn't give it the proper time and attention it deserved. If I was a student in a government or civics class, this game would be very helpful in understanding the inner-workings of the federal budget. It is multi-layered and takes a lot of thought. This game is not a pass-the-time-away type of game--it is fully instructional.
The second site I explored was McDonald's the Game.
I love this simulation game. There is not one single aspect of McDonald's that is left out. Seriously. Some things were even a bit disturbing. For example, if you have a sick cow, you have to shoot it. Also, you make use of the leftover "organic waste" after a cow is slaughtered. The gamer can even decide to administer hormones to the cattle! Aside from the agricultural and feed lot sectors, there is the fast food sector and headquarters. Gamers must monitor the crew, customers, brand awareness, burgers, and the fields and cattle, all while trying to make money. This game is no joke. It is complex, yet easy to understand and operate. It is pleasant to look at and, well, fun! I tried to make profit but kept going under. Clearly, I'm no Ray Kroc. That being said, I can keep trying--and so can students. There is much to be learned in the land of McDonald's.
Save the best for last, yes? The last site I visited was the best for me and my students. Frankly, I want to go back and play instead of writing this blog post. So, what is it? It's called the Problem Site, and I had NO problems allowing minutes to fly by as I explored all that there was to offer.
The Problem Site contains links to many flash games that are mathematically based. The best part? The games are quick to learn. This is important when a class period is only 42-minutes long. So, why are these quick-to-learn games so great? They are challenging and fun. They allow for skills practice and mastery. They are intriguing. They require logic. Obviously, I love this site. It is something I am going to start using this week--that is, if we ever escape the never-ending bliss of multiple snow days.
Overall, this week's investigations have been enjoyable. I'm a huge believer in the benefits that gaming has in education. Aside from the obvious fun of gaming, it was nice to read the research that defends the practice of gaming. In the article Sims vs. Games: The Difference Defined, several benefits of gaming were listed. Three stood out to me: 1) gaming promotes cooperation and collaboration; 2) gaming requires students to make effective decisions under stress; and 3) gaming often requires students to make ethical or moral decisions. The underlying theme here is real-life skills practice. What is more important than preparing our students for independence in the real world? It is important that teachers avoid disrespectfully dismissing gaming as a waste of time. Games can be great teachers and great motivators.
In the 2011 Horizon Report, I learned a new term: MMO. Massively Multiplayer Online. Games that are MMO require collaboration and problem solving. As a math teacher, this is what I am teaching my young teens daily. The vehicle through which I teach these skills is math, but the focus IS collaboration and problem solving. Combining what I already teach with gaming is only going to solidify these important life skills.
In gaming situations, students are less likely to be afraid of trying new things. There isn't the worry of making mistakes, because mistakes can be made without any risks (No Gamer Left Behind: Virtual Learning Goes to the Next Level). Schools have the opportunity to embrace and make use of cell phones and tablets. Games are a powerful way to tap into the interests of kids. We are living with a "knowledge economy", not an industrial economy. Times are changing and, as teachers, we must be leaders to our students in this change.
Virtual reality (VR) is a technology that allows students to explore and manipulate computer-generated, 3-dimensional multimedia environments in real-time (Virtual Reality/Simulations). VR is awesome. The first time I experienced VR was in Houston in 1994. It's not a new technology, just more accessible. VR allows for learning experiences across all grade levels and content areas. The major set-back is the lack of teacher training. In large, urban districts, computer maintenance and availability can also hinder the usage of VR experiences for students. Again, this is why it is critical for teachers to find a way to embrace and utilize the smart phones in the back pockets of our students.
Augmented Reality (AR) was a new term for me this week. According to the 2011 Horizon Report, AR is the layering of information over 3-dimensional spaces. Immediately, I thought of Google Glass. AR is interactive, connecting real life with educational experiences. The problem I see is that special glasses/goggles or another type of special scope is required. I didn't see any information regarding the cost of this technology, but I can imagine it is NOT cheap. AR looks awesome. As it develops and becomes more readily available to public schools, I will definitely use it in the classroom. The AR books I saw in the video clips are breathtaking. Aside from the illustrations of a story jumping right off the page, imagine the comprehension that will come from being able to view a graph as IT jumps off the page?
References
2011 Horizon Report K-12. (n.d.). 2011 Horizon Report K-12. Retrieved February 5, 2014, from http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
No Gamer Left Behind: Virtual Learning Goes to the Next Level. (n.d.). YouTube. Retrieved February 4, 2014, from http://www.youtube.com
Not a Game: Inside Virtual Iraq. (2008, May 22). YouTube. Retrieved February 5, 2014, from http://www.youtube.com/watch?v=R6kl2BuhKmM
Sims vs. Games: The Difference Defined. (n.d.). Edutopia. Retrieved February 5, 2014, from http://www.edutopia.org/sims-vs-games
Soldiers Get Virtual Reality Therapy for Burn Pain. (2008, November 10). YouTube. Retrieved February 5, 2014, from http://www.youtube.com/watch?v=jNIqyyypojg
Virtual Reality/Simulations | National Center on Accessible Instructional Materials. (n.d.). Virtual Reality/Simulations | National
Center on Accessible Instructional Materials. Retrieved February 5, 2014, from http://aim.cast.org/learn/historyarchive/backgroundpapers/virtual_simulations#.UvKOJ5WPLIU
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