When I saw this article, I thought that it was going to be pretty interesting to read. The authors started off the article by asking how you can trick students into learning math with a video game? The answer was that they used a program called DimensionM, a "highly interactive, first-person-oriented, 3D video game that is similar to...Halo and the Unreal Tournament series" (Gillispie et al, 2010). The researchers took 28 middle school students who had tested under proficiency on state math exams and placed them in a special period where they played this video game. The premise was that they were a college student stranded on an island that was home to weird experiments in a scientific facility. The students had to solve situational problems for them to be able to advance to different levels, eventually escaping from the island.
The students had to master pre-algebra and algebra skills. The initial run-through focused on even and odd numbers, prime numbers, and square numbers. The games presented different scenarios, such as using visors to look at shells, and the students had to identify a set of prime numbers to be able to open a gate that would lead to the next section. At the end of each scenario, the students would be quized on the information that they learned and to see if they retained what they learned in the game. In terms of prime number recognition, there was an increase from 25% to 60% correct on the test, and perfect square recognition jumped from 18% to 38%, with even and odd number patterns remaining steady.
The game is still in development, and the program has only had one serious run-through with this group of students. However, the results are showing for themselves. I am pretty excited to see the use of video games to increase learning, as it is a media that many young students are using on a casual basis almost daily. Now, they can bring these kinds of games into the classroom to help struggling students increase their abilities through allowing them to have a new medium to express themselves.
Gillispie, L., Martin, F., Parker, M., " Game Play is Important for Learning." Learning and Leading with Technology (August 2010) Vol. 38, No. 1. Article Accessed http://www.iste.org/learn/publications/learning-and-leading/issues/Learning_Connections_Game_Play_Is_Important_for_Learning.aspx
Wednesday, November 3, 2010
Article 9: Telling Stories with Video
This article by Carl Young and Sara Kajder discusses the growth of technology, not just inside the classroom, and how it is leading to the creation of new forms of literacy. In particular, they focus on how technology is influencing the opportunities for teaching language arts, increasing avanues for communication, as well as presenting new "challenges for [teachers]" to be able to properly educate their students in the classroom (Kajder & Young, 2009). The main advantage to the use of technologies in the classroom for educational purposes is based on the belief that students become stronger learners when they use multiliteracies to read, comprehend, and develop their written abilities.
This means going beyond just presenting a paper or reading for the classroom to read aloud or silently. It even goes beyond showing photos strewn with text. It includes the use of digital media, particularly video, "where motion, design, and interactivity are added to the mix" (Kajder & Young, 2009). I see this in connection with some of the applications that we have used in the classroom. There is the use of Web 2.0 properties that allow the students to not only look at a piece of media, but to also collaboratively comment and work together to develop a class or group assignment. This can help a teacher to include different kinds of students, as it presents different opportunities for students that might enjoy to learn in different ways than just listening to a lecture.
This multiliterate development can also be drawn in connection to the NETS for Teachers, especially the sections of the second standard. 2a focuses on the importance of teachers designing relevant learning experiences by incorporating tools. The article also directly addresses 2c, wherein the teacher addresses a variety of learning styles to the advantage of the students.
Kadjer, S., Young, C. "Telling Stories with Video." Learning and Leading (June/July 2009) Vol. 36, No. 8
This means going beyond just presenting a paper or reading for the classroom to read aloud or silently. It even goes beyond showing photos strewn with text. It includes the use of digital media, particularly video, "where motion, design, and interactivity are added to the mix" (Kajder & Young, 2009). I see this in connection with some of the applications that we have used in the classroom. There is the use of Web 2.0 properties that allow the students to not only look at a piece of media, but to also collaboratively comment and work together to develop a class or group assignment. This can help a teacher to include different kinds of students, as it presents different opportunities for students that might enjoy to learn in different ways than just listening to a lecture.
This multiliterate development can also be drawn in connection to the NETS for Teachers, especially the sections of the second standard. 2a focuses on the importance of teachers designing relevant learning experiences by incorporating tools. The article also directly addresses 2c, wherein the teacher addresses a variety of learning styles to the advantage of the students.
Kadjer, S., Young, C. "Telling Stories with Video." Learning and Leading (June/July 2009) Vol. 36, No. 8
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