Gaming in the Classroom

GAMES IN THE CLASSROOM

Jordan Shapiro wrote about the concept of utilizing electronic games in the classroom and the roadblocks that are impeding full successful implementation of “game learning” in the classroom. Mr. Shapiro cites the following as the major walls according to surveyed teachers;

•  Not enough classroom time
  

•  The cost

•  Lack of Technology

• It is hard to find games that coincide with the lessons

• Standardized test score pressures

•  Unaware of resources or where to find quality games

•  Unclear on how to integrate the games with instruction

• Unfamiliar with technology

•  Not enough Administrative Support

•  Lack of Parental Support
  

Many of these issues are indeed interconnected. With the emergence of the common core standards many teachers are feeling the pressure. Many whom I have talked to feel they do not have enough time to cover everything they need to. So games for most perhaps may  not be a priority.  He states that 45% of teachers surveyed state time was the issue. He however suggests that perhaps if they change their perspective on the applicability of the games that they may find it to be very beneficial by presenting concepts in an active way.

Mr. Shapiro reveals that 90% of the 700 teachers surveyed state that parents in general do not support the utilization of electronic games in the classroom.  At the close of this article there are a few reader comments. I agree with “Paul.” Paul states that using games to learn are just fine; however that they don’t have to be strictly electronic. He suggests that students can act out themes, short story sharing, playlets and in general creativity outside of the electronic world. From a parental perspective I advocate non electronic means for games. However, I can see the benefit of occasional electronic game use in the classroom.

While there are many on his list I see the parental support and lack of time to be huge issues. Likely parents are not in favor of the games because they too are under the impression that the teachers don’t have time to cover it all as it is let alone adding electronic games into the mix.

I remember playing Oregon Trail in school. I still recall what I learned from that game. Always be prepared for the worst. Prepare for rough weather and unforeseen life circumstances. Budget your supplies and money wisely.Perhaps my tactic for winning over parents is to appeal to games that they played while in school and relate their memories to validate the usage of electronic games on occasion in my classroom. I will be teaching High School Social Sciences so I can see an application for games in that realm I found a few good applications on this site that I may consider utilizing in the future: http://www.econedlink.org/mobile-apps/


Below Denver Teachers have a TED Talk about gaming in the classroom:

References:  

Shapiro, J. (2014, September 12). Games in the Classroom: overcoming obstacles. In Mindshift. Retrieved October 28, 2014, from http://blogs.kqed.org/mindshift/2014/09/games-in-the-classroom-overcoming-the-obstacles/

Digital Storytelling Beyond Words

 BEYOND WORDS....

 B. Porter believes that what we know, learn and believe are merely pointless if we can’t effectively communicate or articulate our thoughts in a manner that is received by others in a cohesive manner that lends to “hearing” not just “listening.” This holds true to students as they traverse through their educational journey.

She states that most classrooms are still traditional in communication style; specifically limited to written and spoken word. She references the fact that Socrates and how he was opposed to authoring anything himself due to his belief that mere words could diminish intellectual prowess. She points out that Plato his student wrote down most of his ponderings. In this time period written communication was the revolution. Now multimedia and digital usage is the “new.”  Even newspaper monopolies have vastly lost standard print circulation and most have websites that include video and multimedia montages.

                  

Porter believes that multimedia usage can be very effective not only for the communicator but also for the audience. Use of visuals and sound can put forth a whole new presentation experience for all involved. Students learn in many different ways and I agree with her thoughts on this not only for the audience but also for the creator of the presentation. I can as well see a strong benefit correlation between multimedia and special needs students who have difficulty communicating traditionally. Their thoughts are just as valid and impressive however, often untapped in the traditional classroom communication setting.

 Digital Storytelling is a great way for students to utilize and be at the forefront of the multimedia wave. They can capture their thoughts and experiences and create amazing pieces of work. Porter states that while the creative process is quite amazing; there is still a need for coherent guidelines for students in order to improve the quality of their work. 

                                 

                                   

She suggests that one section of these guidelines should take the focus away from technical “wizardry” and hone in on quality content. It is great that students know how to make words spin and shoot off the screen, however it is important for students to take into account that what they put together should not detract away from their message, but add to it.  She promulgates the idea of the story board “first” as a way to organize their thoughts and consider their audience. This reminds me much of a standard “draft” of a solely written piece of work. So I look at a story board as a draft. I would present the story board as an organizational tool and draft of work to my students.  Using the story board as an organizational tool ensures that the students can capture their audience’s attention and hold it throughout the viewing. Porter suggests that teachers must be diligent about reviewing the story boards before allowing students to move forward into full technology creation mode. I agree, as I said I look at is as a draft. However, I would like to add to her suggestion. Perhaps it would be beneficial to allow students to share their story boards with other students and get their feedback on content as well.

Porter presents the point that while students are learning how to become good digital storytellers their instructors must remind them not to “tell” but to “show.” She likens this process to a more in depth, thoughtful and expressive “photo essay.” She references the collection of “Hiroshima” photos as an example of how to “show” a message or thought. While clearly, her audience of this article is adults as these photos may be unsuitable and too jarring for young children.

      My classrooms intended audience will be high school social science students. They would be able to digest this photo. However, for younger students it would be more appropriate to model the idea of “showing” by perhaps showing the photo montage of a photo series like the one  wherein the message "shown" is that a positive attitude makes even the dirtiest of jobs fun! 

 

       She also suggests that students be guided to consider varying the duration of time between   each photo. As well font styles, utilizing pan and zoom as well as music selection that is mood

fitting and vocal tone that compliments the message the student is trying to get across. 

All in all I agree with Porter’s assessment on the utilization and value of multimedia in the classroom via the storyboard to digital storytelling method. I agree that the guidelines of story board first followed by harnessing skills of design are a good method to ease children into creating great pieces of work. Writing papers may become antiquated over time and often leave out those whom have difficulty expressing thoughts through that medium. However, I believe writing is a skill that still needs to be developed and harnessed in order to function in society. Digital story telling should be utilized as a great side tool. In my opinion it should not become the sole source of thought expression. It should just be seen as an added tool in the classroom. 

Below is a link to a youtube video example of a digital story piece done by a high school student. He says.."The only thing separating a good story from a bad one is that it hasn't been heard yet."
I Refuse to Let Success Go Unheard 

 

 

 

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References:
 Porter, B. (2008). Beyond Words:Digital Video Goes to School. In ISTE. Retrieved October 16, 2014, from http://www.digitales.us/files/BeyondWordsISTE.pdf