Storyboard – Video Podcast- Computer Games in the Classroom
1. Intro
2. Usage of computer games
3. Games being played
4. The Effects
a. The positive
b. The negative
5. Wrap up/Conclusion/Works Cited
1. Intro –
Audio: Quick overview on how technology has entered the classroom even at the earliest grade level, 1st grade. Thesis: Computer games in the classroom are affecting students education – the question is now are they causing positive effects or service as a negative influence on early childhood education?
Visual: Video of student playing games at home and in the school atmosphere.
2. Usage of computer games –
Audio: Before looking at the effects, we must first acknowledge the usage of computers games from 1st graders at home and in the classroom.
-Narration of statistics on how much computers are being used by 1st graders.
-Interviews from 2-3 teachers on how often they use computers in the classroom.
Visual: Text of certain factual statistics to put more emphasis on the data. Also put in a video a student playing a computer game.
3. Games being played –
Audio: After recognizing computers are being used we must now discover the games that are being played.
-Interviews from 2-3 teachers on the games the students play.
-Interview from 5-6 students on what they learn in their computer games.
Visual: A video of specific educational computer games.
4. The Effects
Audio: The affects of playing computer games in school are debatable. There are many arguments which explain the benefits of students gaming while there is also a list of why students should not be playing computer games in school.
–Narration of research on the positive aspects of computer games in school. Gets rid of boredom (The 21st-Century Digital Learner, Prensky), get students excited, creates classroom collaboration, students are typically familiar with the software, etc..
-Interviews from teachers on what they believe computer games to be a positive impact on children’s education.
–Narration of research on the negative aspects of computer games in school. Antisocial interaction, violence, tendency to overdo games, potential to be become addicted
-Interview from teachers on the concerns they have on computer games for children in the classroom.
Visual: Videos of students playing games and videos of specific computer games in the classroom.
5. Wrap-up/Conclusion/Bibliography
Audio: Final review of thesis – positive and negative aspects of gaming in classroom. My opinion on the subject - (I believe computer games are a useful tool for teachers)
Visual: Last slide will include another video of students playing games on the computer along with text of the works cited.
Wednesday, June 6, 2012
Thursday, May 31, 2012
Project Tomorrow Proposal
Technology in the classroom is not a new concept. Pencil and paper, calculators, & overhead projectors are just a few technologies’ that have been used in schools for years. However, today’s newly designed technology is creating unlimited possibilities for knowledge and is changing the way some teachers are educating their students.
One method which is beginning to be utilized is that of computerized games within the classroom. In their essay, Matthew Koehler’s and Punya Mishra explain how computerized games are less complex and easier to learn than commercial games (Koehler, M. and Mishra, P). They can be beneficial, as they add a sense of excitement to the learning process and it takes them away from the pencil and paper and puts them in front of a computer. The essay also mentions that educational games require much less social interaction than the games students will typically play at home (Koehler, M. and Mishra, P). This should result in more concentration for the student, as social interaction will typically result in distractions in one form or another.
Another aspect of computer gaming that could be significant is how students feel in front of a computer as opposed to a blackboard.
In the Prensky essay, 21st Digital Learning, one student explains how kids today grow up in front of a computer. It is where they feel most comfortable. Some teachers believe these games can also help with growing problem of student boredom within the classroom. If a child is engaged in what the game he or she is playing and actively participating in the learning then boredom is out of the question, or at least for the moment.
An article written by D.D. Gluttenplan in the New York Times, also argues that gaming in the classroom is a positive learning experience for youngsters. The essay explains how computer games offer a chance at a reward rather than guaranteed reward, making students happier to stay motivated as they want to learn and achieve the goal.
Although there are many positive aspects of educational gaming within the classroom, there are still teachers who will not allow it. Whether it is because they feel it doesn’t work, see it as a distraction, or feel limited with what they can do with it, computerized educational games are not the standard today. Koehler and Mishra explained a study in which game designers struggled with the length and complexity of games as they had to fit school criteria for time and content. Educational gaming is still a method to be examined by teachers of all levels as technology continues to evolve even more.
The theme of my digital story will represent how early childhood education students experience today’s educational online games. As the narrator, I will gather audio from a group of K-5 students on their current usage of computer games in the classroom. I not only want to discover what games they are playing, but how they feel about them as well. My feeling is that some will have a stonger opinion on the subject than other's but I feel a wide-range of students will make the discussion that much better. Some of the questions I plan to ask are:
Do you play computer games in the classroom? (Explain them)
How often do you play?
How does it differ from gaming at home?
Which is more fun, home or school?
Are you able to socialize when you are playing in class?
The storyline will appear as an audio documentary in which I am narrating and speaking with a dozen or so early childhood student on their views of online gaming in the classroom. Multimedia recourses will include a recorder and computerize editing software to put the documentary together. I may also add sound effects, music, and possibly even pictures if I were to put it on YouTube or another video sharing site.
Guttenplan, D. (2012) Harnessing Gaming for the Classroom. New York Times. January 2012. http://www.nytimes.com/2012/01/30/world/europe/harnessing-gaming-for-the-classroom.html?pagewanted=all.
Koehler, M. and Mishra, P. (2008) Introducing TPCK. Handbook of technological pedagogical content knowledge (TPCK) for educators. Edited by AACTE Committee on Innovation and Technology. New York : Published by Routledge for the American Association of Colleges for Teacher Education. pp. 3-29
Prensky, M. (2008) Young Minds, Fast Times: The Twenty-First-Century Digital Learner. Edutopia magazine.June, 2008.
One method which is beginning to be utilized is that of computerized games within the classroom. In their essay, Matthew Koehler’s and Punya Mishra explain how computerized games are less complex and easier to learn than commercial games (Koehler, M. and Mishra, P). They can be beneficial, as they add a sense of excitement to the learning process and it takes them away from the pencil and paper and puts them in front of a computer. The essay also mentions that educational games require much less social interaction than the games students will typically play at home (Koehler, M. and Mishra, P). This should result in more concentration for the student, as social interaction will typically result in distractions in one form or another.
Another aspect of computer gaming that could be significant is how students feel in front of a computer as opposed to a blackboard.
In the Prensky essay, 21st Digital Learning, one student explains how kids today grow up in front of a computer. It is where they feel most comfortable. Some teachers believe these games can also help with growing problem of student boredom within the classroom. If a child is engaged in what the game he or she is playing and actively participating in the learning then boredom is out of the question, or at least for the moment.
An article written by D.D. Gluttenplan in the New York Times, also argues that gaming in the classroom is a positive learning experience for youngsters. The essay explains how computer games offer a chance at a reward rather than guaranteed reward, making students happier to stay motivated as they want to learn and achieve the goal.
Although there are many positive aspects of educational gaming within the classroom, there are still teachers who will not allow it. Whether it is because they feel it doesn’t work, see it as a distraction, or feel limited with what they can do with it, computerized educational games are not the standard today. Koehler and Mishra explained a study in which game designers struggled with the length and complexity of games as they had to fit school criteria for time and content. Educational gaming is still a method to be examined by teachers of all levels as technology continues to evolve even more.
The theme of my digital story will represent how early childhood education students experience today’s educational online games. As the narrator, I will gather audio from a group of K-5 students on their current usage of computer games in the classroom. I not only want to discover what games they are playing, but how they feel about them as well. My feeling is that some will have a stonger opinion on the subject than other's but I feel a wide-range of students will make the discussion that much better. Some of the questions I plan to ask are:
Do you play computer games in the classroom? (Explain them)
How often do you play?
How does it differ from gaming at home?
Which is more fun, home or school?
Are you able to socialize when you are playing in class?
The storyline will appear as an audio documentary in which I am narrating and speaking with a dozen or so early childhood student on their views of online gaming in the classroom. Multimedia recourses will include a recorder and computerize editing software to put the documentary together. I may also add sound effects, music, and possibly even pictures if I were to put it on YouTube or another video sharing site.
Guttenplan, D. (2012) Harnessing Gaming for the Classroom. New York Times. January 2012. http://www.nytimes.com/2012/01/30/world/europe/harnessing-gaming-for-the-classroom.html?pagewanted=all.
Koehler, M. and Mishra, P. (2008) Introducing TPCK. Handbook of technological pedagogical content knowledge (TPCK) for educators. Edited by AACTE Committee on Innovation and Technology. New York : Published by Routledge for the American Association of Colleges for Teacher Education. pp. 3-29
Prensky, M. (2008) Young Minds, Fast Times: The Twenty-First-Century Digital Learner. Edutopia magazine.June, 2008.
Thursday, May 24, 2012
Blog 4 - Web 2.0 Apps
As an early education teacher, I am going to need a wide variety of Web 2.0 applications integrated into my class’ website. Because the site is intended for both the parents and the students, the applications used may be unique from page to page. The overall goal of my website is to create an online environment which serves as an extension of my classroom. However, specific goals differ depending on who is reading the website. For example, for parents, my goal is to present an in-depth look into what is happening in the classroom on a daily basis. I will use different apps to display updates, upcoming assignments, and classroom events. This will help foster communication not only between parent and student, but also parents and teachers, which is an essential aspect for any elementary educator. As for the students, my main goal is to give them another tool for learning. By posting flash cards and spelling words, students will gain a new method to learn while using the computer. However, these goals cannot be met without the use of a few Web 2.0 applications:
1. Gradebook - Engrade
This will allow parents to have access to students grades on a daily basis. The website is secure as each member will have their own login information.
2. Education - Quizlet
The goal of Quizlett is to allow students an online method of learning. My goal is for Quizlett to be incorporated into all subject areas and be updated on a weekly basis. It will be used for flashcards and spelling in a variety of subject areas.
3. Pictures – Bookr
This picture book will allow parents and students to check out some images from within the classroom in fun and enticing way. Whether its students work or the students themselves, the images will allow parents to have a better understanding of the classroom atmosphere.
4. Calender - ">Google Calender
This app will allow parents to keep up to date on any assignments or events that are planned in the weeks and months ahead. It will allow for parents to stay on top of students progress while also serving as a reminder of future deadlines for students.
5. Newsletter - Google Docs
The newsletter will also assist in the communication between parents and teachers and parents and students. The goal of the newsletter is to inform parents of things that they cannot get from the calendar. It will allow me to explain the environment of the classroom and go more in-depth on any issues that may be worth explaining.
1. Gradebook - Engrade
This will allow parents to have access to students grades on a daily basis. The website is secure as each member will have their own login information.
2. Education - Quizlet
The goal of Quizlett is to allow students an online method of learning. My goal is for Quizlett to be incorporated into all subject areas and be updated on a weekly basis. It will be used for flashcards and spelling in a variety of subject areas.
3. Pictures – Bookr
This picture book will allow parents and students to check out some images from within the classroom in fun and enticing way. Whether its students work or the students themselves, the images will allow parents to have a better understanding of the classroom atmosphere.
4. Calender - ">Google Calender
This app will allow parents to keep up to date on any assignments or events that are planned in the weeks and months ahead. It will allow for parents to stay on top of students progress while also serving as a reminder of future deadlines for students.
5. Newsletter - Google Docs
The newsletter will also assist in the communication between parents and teachers and parents and students. The goal of the newsletter is to inform parents of things that they cannot get from the calendar. It will allow me to explain the environment of the classroom and go more in-depth on any issues that may be worth explaining.
Tuesday, May 22, 2012
Blog 3 - Classroom Website
As a pre-service teacher for early childhood education, I am aware that many of the teaching methods used today are much different than when I was a student. One prominent example of this is the use of classroom websites. The first time I was introduced to a classroom website was my freshman year at John Carroll, as it came in the form of Blackboard. Reflecting back on all of my collegiate courses, those which incorporated an online presence truly made for an overall better learning experience.
Using Blackboard, teachers incorporated a variety of on-line tools which made the learning process more convenient and enjoyable. The gradebook was very helpful, as it posted up-to-date grades, which were made available to students on a 24-hour, remote basis. Communication was another major aspect of the website. Whether it was communication between the professor or student, it was easy to get questions answered instantly through the message center and discussion board. Lastly, many of my professors used the classroom website to post current announcements and/or assignments. This was very helpful as course materials and updates were at my fingertips every moment of the day.
However, as a future elementary teacher, my classroom website will be much different than that of Blackboard due to a different target audience. My website will be geared to the parents of the students along with the young students themselves. Therefore, the theme of the website should be a positive and welcoming one. Functionally, the website should allow parents to have a method of communication, whether it’s email or a message board, classroom information, such as a curriculum breakdown, and current and timely updates with the daily activities of the classroom. Ultimately, the website should serve as an evolving information forum where parents and students are encouraged to check out and get involved with on a daily basis. A few Web 2.0 applications may involve a calendar, flash cards for studying, and a weekly newsletter for parents. I had the opportunity to speak with Ms. Gaffney, an elementary teacher in the Cuyahoga Falls district on this subject. She stressed the importance of a resource page, whether it’s for suggestive websites or ipad apps for the students to check out. She also touched on the importance’s of a class schedule, posting homework assignments, and pictures of daily activities in the classroom; all suggestions that I took to be very helpful.
Using Blackboard, teachers incorporated a variety of on-line tools which made the learning process more convenient and enjoyable. The gradebook was very helpful, as it posted up-to-date grades, which were made available to students on a 24-hour, remote basis. Communication was another major aspect of the website. Whether it was communication between the professor or student, it was easy to get questions answered instantly through the message center and discussion board. Lastly, many of my professors used the classroom website to post current announcements and/or assignments. This was very helpful as course materials and updates were at my fingertips every moment of the day.
However, as a future elementary teacher, my classroom website will be much different than that of Blackboard due to a different target audience. My website will be geared to the parents of the students along with the young students themselves. Therefore, the theme of the website should be a positive and welcoming one. Functionally, the website should allow parents to have a method of communication, whether it’s email or a message board, classroom information, such as a curriculum breakdown, and current and timely updates with the daily activities of the classroom. Ultimately, the website should serve as an evolving information forum where parents and students are encouraged to check out and get involved with on a daily basis. A few Web 2.0 applications may involve a calendar, flash cards for studying, and a weekly newsletter for parents. I had the opportunity to speak with Ms. Gaffney, an elementary teacher in the Cuyahoga Falls district on this subject. She stressed the importance of a resource page, whether it’s for suggestive websites or ipad apps for the students to check out. She also touched on the importance’s of a class schedule, posting homework assignments, and pictures of daily activities in the classroom; all suggestions that I took to be very helpful.
Thursday, May 17, 2012
On page four of Koehler and Mishra essay they mention that "teaching is dependent on flexible access to and application of highly organized systems of knowledge..." To me, this screams the world wide web. I believe that it has become a true rarity that indivuals seeks information anywhere from the internt. Sure, books are still available but even books are now being saught out through the web.
The essay mentions that teaching, along with the expertise of many other domians, must be able to use this "organized system of knowledge" even though it is constantly changing. My question is how far can this evolution go? And what is the next step after the internet?
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