Week 6 - The Future of Technology

Here is a clip I found that I think is very interesting!

http://www.youtube.com/watch?v=Sv1FD0SLwWc

I think  it would be very intersting to see if this type of lifestyle will ever become reality and what effect it would have on education.

Week 5 - Games Based Learning

WB – 13.02.12

This Thursday (16.02.12) we had a visit from Primary 6 pupils. Our task was to create a context for learning using games and prepare appropriate activities which would link with the game of our choice.

Our group decided to use Mario Kart using the Wii console as we believed the majority of the children would have experience playing this game and therefore would feel confident playing Mario Kart. I believe this is an important factor when introducing games into the classroom, if the children already have knowledge and understanding of the game then hopefully they will be more eager to play it and get involved in the corresponding activities. Prensky (2006) suggests an effective way to introduce games based learning in the classroom is to “'introducing games that children already play at home” (p189).

Our plan for the lesson was to give all of the children the opportunity to play the game, then the children would move on to create their own 3D car on a software programme called ‘Purple Mash’. We had extra activities because we were unsure how long these tasks would take.

‘Purple Mash’ is a resource I was introduced to on my 2SE1 placement. It is a programme where the children can create a 3D object and the computer automatically creates the net for the object. After printing the net out the children then solve the net to produce their 3D object. This software has strong links with Curriculum for Excellence principles because it provides the children with personalisation and choice as they have freedom to create any car they want and can create it as intricate as they want. For example when I was observing the children on Thursday some children would create a car which was more of a traditional car and others would create a very complicated car. Furthermore the children can be challenged using this software as the teacher can encourage some of the more able children to create different shapes which would have a more difficult net to create. Again the children can relate to Mario Kart as they all knew about the game and had all (apart from 2 children) played the game previously.

I feel we made the right choice to use Mario Kart because as soon as the children entered the room they were bursting with excitement to play the game. They were instantly engaged in the lesson because they wanted to play Mario Kart. ‘Purple Mash’ was also an effective resource to use and through observing the children whilst they were creating their cars they were all engaged in the activity and were concentrating aswell. By using Mario Kart the children had an experience of driving a car and looking at different styles of cars to assist them when it came to the activity.

We decided to create 3 posters with 3 headings and the children had post-its where they could leave a comment. The feedback from the children also reinforced the benefits of using games in the classroom. Below are a few of the comments:

What did I learn?

“How to make a 3D car”

“You don’t have to always win”

What could have been better?

“Nothing”

“More time”

What did you like?

“Making and decorating my car”

“Everything”

“I like that we got a lot of help”

I particularly like the comment which suggests that you do not always have to win to learn.

Under the ‘What did I like?’ heading we had expected to see comments about playing the game, however we were pleasantly surprised to find none of the comments were about the game and all of them were about being able to design and create your own 3D car. This has shown us that although the game is important and a lot of fun but the most important part is the learning and trying to do this in an engaging and motivating way.

I greatly enjoyed Thursday afternoon. This experience has proven again how beneficial games can be in the classroom.

When asked what they liked about using games in the classroom, one child said “You don’t have to use a pencil”. This is an excellent summary that you do not always have to write what you have learnt.

Reference

Prensky, M (2006). Don't bother me mom - I'm learning . Oakcrest Avenue: Paragon House

Week 4 - Using Computer Games in the Classroom

WB - 06.02.12

Learning Gains from Using Games in the Classroom

This week we had an Input from three University of Dundee lecturers, David Miller, Divya Jindal-Snape and Jill Shimi who have been researching the benefits gained from using Games in the classroom.

David Miller shared his findings from his research concerning Dr Kawashima’s Brain Training.

Divya Jindal-Snape discussed the benefits she found from using Guitar Hero to ease the trainsition period from Primary 7 to Secondary School.

Jill Shimi revealed the advantages she found from using Nintendogs with the Lower Primary Classes.

All of these games are known as COTS games (Commercial off the shelf games) which have not traditionally been used in the classroom, however, Buckingham (2007) discusses increasing interest for these games, “researchers have been significantly more interested in the potential of using mainstream commercial games in the classroom.” (p114)

This week I have chosen to reflect upon David Millers input regarding Dr Kawashima’s Brain Training.

Miller and Roberstons (2010) research - https://my.dundee.ac.uk/@@/33F601D8D591EB8658BAA0DFEC329B53/courses/1/ED22018_CAS_D65_201112/content/_2971228_1/MILLER%26ROBERSON2010b.pdf

Miller and Robertson’s (2010) initial idea for the research was to use Brain Training for the Nintendo DS in the classroom. A study was carried out which one class of P6 pupils would complete an arithmetic test before the study; they would then play Brain Training every day for 20 minutes a day for 9 weeks. Following this a further arithmetic test was completed which had shown that not only had their accuracy of answers improved their speed in completing the test had also improved. Another are the children seemed to improve in was self esteem.

However this study was only completed for one class, therefore Miller and Robertson began preparing for a bigger study.

This time they randomly used 634 (P6) children from more deprived areas in 32 schools across 4 authorities. Half of the children were given a Nintendo DS to use every day, and for the other half there was no change in the teacher’s routine.

This study found that the performance in terms of accuracy had improved by 50% and in terms of speed the children had completed the arithmetic test twice as faster as before.

The teachers of these classes also found there was an improvement in truancy and lateness as children were more motivated to come to school to get to play the DS in the morning. Also the children’s sense of responsibility had improved as it was their duty to ensure the Nintendo DS’ were charged and ready to use. Furthermore the teachers also found an improvement in children’s handwriting. They believe this was because although the teachers had been asking the children to take more care with their handwriting, now the children had a purpose, if their handwriting was not legible their answer would be incorrect.

I found this study extremely interesting. This would be an excellent tool to use in the classroom if resources were available.  

Prensky (2006) states that children are Digital Natives, meaning they have been born into a world where technology is used widely and they know how to use it. “Today’s average college grads have spent fewer than 5,000 hours of their lives reading, but often more than 10,000 hours playing video games.” (p27)  Therefore if children are spending twice as much time playing games than reading we should as teachers use this information to engage children in our classrooms.

Curriculum for Excellence Principles – http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp

Children want to be engaged in the classroom and as a teacher in training I want to engage the children I teach. Computer games engage children because they already know how to play them, and as Prensky (2006) states “It’s an activity they want to do”. (p5) This relates to the Curriculum for Excellence (CfE) Principle Relevance. Children need to understand the purpose in why they are doing something; this is proven by in the improvement in handwriting from the P6 pupils because they understood why their handwriting must be neater, not just to satisfy the teacher.

Using Brain Training in the classroom also links to the CfE Principle, Personalisation and Choice. The children are able to work away at their own level and complete activities they enjoy more than others. This will motivate the children more because they have a choice what activity they want to do instead of being told what to do.

A further CfE principle Brain Training links to is Progression. The children are developing their knowledge, understanding and skills each day as they compete with their previous score to achieve better. I think this is important for the children to learn that life is not about competing with others; building your own knowledge and skills so that you can achieve a higher score next time to benefit yourself is more important.

Again I have seen Nintendo Ds being used in the classroom; however before this input I would have never considered using this as a starter at the beginning of the day. I would definitely use it now. Finding a meaningful and interesting 9 o’clock challenge for the children can sometimes be difficult, and using Brain Training can be a fun yet challenging tool which I think the children would love and benefit from.

Reference

Buckingham, D (2007). Beyond Technology Children's learning in the age of digital culture . Cambridge: Polity Press.

Prensky, M (2006). Don't bother me mom - I'm learning . Oakcrest Avenue: Paragon House

Scottish Government (2010) Principles for Curricular Design
available http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp
[accesse 10.02.12]

Week 3 - Games Based Learning

WB - 30.01.12

Games Based Learning

This week we had a motivating visit from specialists working in Fife Council.

They talked to us about Comic life, Pivot, Music making and games technology in the classroom.

I have chosen to write about Games Based Learning (GBL) in the classroom because I found it very interesting.

To begin with I never knew much about the benefits of GBL in the classroom, I did not see how playing a computer game in school would benefit the children. However my opinion has completely changed.

The argument against children playing computer games is that they learn negative attitudes. However Prensky (2002) suggests that if children are able to learn negative attitudes while playing a game then this proves to us that computer games are an effective learning resource for children,
“ For whenever one plays a game, and whatever game one plays, learning happens constantly, whether the players want it to, and are aware of it, or not.” (p1)

Using computer games in the classroom is an excellent tool for children; it can be used to set a context for learning. For example if you tell children to write an imaginative story about a penguin character most of the children will spend most of their time trying to imagine a story about a penguin, however give them the opportunity to play SuperTux (which I downloaded after this input) ideas and storylines will fill their minds as they have played the game and can visualise how the story might look. Computer games give children a real experience they can relate to and use in the learning.

Another reason why this is effective is because children can relate to computer games; they know how to play them and they enjoy playing therefore they already possess intrinsic motivation to play a game.

Furthermore in order to teach children effectively they must be engaged in the learning, computer games provide this, I know this from being given the opportunity to play the games during the input that as soon as the game appeared on the screen I was hooked, I did not want to finish until I had completed the level.  Also from my 2SE1 placement, the teacher had a Play Station 3 in the classroom which was used as a treat for children; whenever the boys in the class put Fifa on they were instantly engaged.

GBL also gives children the chance to use problem solving skills to work their way through a game, communication skills are also being used as the children discuss with each other different issues which may arise.

Furthermore, some computer games can be used which are team work games where the children have to work as a team to complete a level; this gives the children a sense of inclusion in the classroom and creates a common goal for all the children to work towards.

Again although one person may be playing at a time a computer game can be linked to a Smart Board where everyone else can join along.

Prensky, (2002) talks about the “Five levels of Learning”:

1.       Learning How – Children are learning how to play the game

2.       Learning What – Children learn what to do in a game (the rules)

3.       Learning Why – Children learn the strategy of a game

4.       Learning Where – Children learn about where they are in a game (cultural & environmental)

5.       Learning When/Whether – Children learn to make value based and moral decisions.

To find out more visit: http://www.marcprensky.com/writing/prensky%20-%20what%20kids%20learn%20thats%20positive%20from%20playing%20video%20games.pdf (p2-8)

Games based learning (GBL) also has strong links with Curriculum for Excellence. The most obvious link is relevance, the children can relate to computer games as most children will have played a computer game previously. Also by using computer games the children have a real life experience they can use in their learning. GBL also provides children with personalisation and choice as they can be involved in creating new levels or characters for a game. Although children are excellent at playing computer games the teacher can provide challenge for the children by the tasks they do. For some children the challenge may be to have to work as a team to complete a level. Enjoyment is another principle which fits in with GBL, most children enjoy playing games; however Buckingham, (2007) talks about Gender issues with computer games,
“girls were less enthusiastic than boys about learning through games” (p115). Therefore it is the teachers responsibility to use a game they believe will be beneficial to all pupils.

Overall, I very much enjoyed this input, I feel more knowledgeable about not only Games Based Learning, but also about Comic Life, Pivot and Music making in the classroom. These will defiantly be areas I would like to learn more about and use in the classroom.

Buckingham, D (2007). Beyond Technology Children's learning in the age of digital culture . Cambridge: Polity Press. p115.

Prensky, M. (2002). What Kids Learn That's Postive about Video Games.
Available: http://www.marcprensky.com/writing/prensky%20-%20what%20kids%20learn%20thats%20positive%20from%20playing%20video%20games.pdf [accessed 03.02.12.]