Serious Gaming

Gaming in the Classroom

Gaming in the classroom is often written off as unimportant, simply play, or

even a waste of instructional time.  However, after reading the article from

Edsurge on Classroom Gaming and some of the myths surrounding it, I am more

convinced than ever that using gaming correctly in the classroom is incredibly

engaging and beneficial for students.  The key in deciding when or where to use

it is considering how the gaming will be used to enhance learning and to increase

student engagement.

When determining the appropriate use of gaming in the classroom, there

are many factors that need to be taken into consideration.  First, the individual

needs of the students must be the most important thing to consider. In other

words, who are my students as learners, and how can I best meet them where

they are and encourage them to learn more?  Understanding my students as

individuals when examining how gaming will be implemented in the classroom

is necessary in determining how to make gaming meaningful and relevant to

my students.

Next, considering what form of gaming will best help me meet the instructional

goals I am trying to achieve.  Classroom gaming has been taking place long before

the introduction of technology in school. Spelling Bees, math games with cards

or dice, and reading challenges are just a few of the ways gaming has been used

prior to the availability of tech, and many of these uses still remain relevant today.

Fortunately, in today’s educational environment, many new tools are available to

our students through the use of technology. The goal however remains the same,

how can I use these gaming strategies to increase the likelihood my students will

achieve their learning goals?

Cost of gaming resources is another critical aspect to consider when choosing
a gaming method.  While initial cost of non-tech games, cards, dice, pre-made

games, etc. is something most teachers work into classroom supply budgets,

many tech options require a subscription fee for classroom use.  Fortunately,

there are many quality programs available, sometimes with limited functionality,

for free online. I am also lucky enough to work in a district where my students

have access to personal devices, and district paid for game based learning

programs such as Reflex.  Not only do these gaming opportunities help keep my

students engaged, they also provide me with valuable data about my students’

learning. The instant feedback students receive, and the information provided

to the teacher to guide instructional decisions make these tools a valuable tool

to use in my classroom.

Exploring new ways to use gaming in my classroom, and getting student feedback

about what games they find to be both fun and educational is something I plan to

continue doing in my classroom.  Carefully considering how each gaming option

will best support my students’ learning will be vital in the decision making process

and in making gaming an engaging and growth centered activity for my students.

Classroom Gaming: What It Isn't, What It Is, and How To Do It Right - Edsurge News

Stephanie Chen - https://www.edsurge.com/news/2016-02-23-classroom-gaming-what-it-isn-t-what-it-is-and-how-to-do-it-right

Collaborative Technology

There are many things to consider when determining what type of collaborative technology

to use with my students.  The overarching question I try to answer when discovering any

new or new to me tech options is; Will my students actually be able to do this?  This

question relies heavily on the devices, wifi capabilities, and apps available to them, but

also includes considerations for their varying academic needs and abilities, the

appropriateness of the tech for the specific lesson, and students' knowledge of how to use

the tech in a meaningful way.

Once I have determined we have adequate devices, and students are capable of

maneuvering the sites they are using for the collaborative lesson, it is necessary to step

back and consider if this type of collaboration is really enhancing their learning or just

substituting something they were already doing.  If the lesson is simply substituting

something they are already doing it may not be worth my students time to learn a different

system to do the same work. If however, the lesson will be improving the lesson by

allowing students to collaborate with others they may not already be able to work

with, or to learn from their peers in a way they were not able to without the use of this

technology, it may be a great time to use this tech for a collaborative lesson.

When considering tech opportunities for collaboration in my classroom, I also must

consider how this lesson will reach each one of my students and their different needs.  

In other words, what accommodations or extensions will I be able to provide through this

tool to meet each student where they are and use the tool to help move them forward.

Another thing I consider before introducing collaborative technology opportunities is

considering what direct instruction is necessary prior to or during the lesson to make

it successful.  Often students need instruction on how to make constructive comments

and how to provide meaningful feedback. Lessons on norms and expectations for each

tool are certainly necessary to ensure students are educated on how to be good digital

citizens through the use of collaborative technology.

When teachers are using technology to collaborate, many of the same things must be

taken into consideration.  Things such as ease of use, sharing capabilities, and the

applicable nature of the ideas being shared to different grade levels must all be included

in the decision about what tools are appropriate.  Google provides many useful tools for collaboration with other teachers. With this tool, sharing documents, resources, and

lesson plans can be done quickly and easily. Working together to build collaborative

lesson plans or to brainstorm outside of face to face plan times is also simplified by the

use of collaborative tools such as google docs.  

Student Motivation

Helping students learn and become better everyday is why we teach students today. An

example presented in Blended illustrated what this could look like by likening knowledge

to a pitcher of water and students brains to a waiting empty bowl. (Horn & Staker, 2015)  

It is a beautiful image thinking about those minds ready to accept a pour of knowledge,

however, reality is not so clear cut. What do we do if we have the pitcher, but the bowl

is turned upside down? Students who are not motivated to turn their bowl right side up

to gain knowledge will simply shed the carefully prepared lessons.  So how can educators

today compete with and thrive through the many forces competing with our students’

attention? How can we ignite the spark that inspires our students to flip their bowl over

and seek knowledge to fill it? This is the task facing teachers to inspire our students to

seek out learning, and to find ways to connect with their individual needs.

 

Maybe not, but technology has opened many avenues of exploring ways to improve the use of classroom time and engage students in their learning. According to Horn & Staker, student motivation ranks at the top of challenges teachers face in the classroom (2015).  Students have many things competing for their time and attention, and while they will find time for the things most important to them, if they do not assign value to a classroom task, it is very unlikely to result in quality learning.

Our job becomes to motivate students seek learning, and to use our class time to mentor, and foster this learning.  In other words, to help them find joy and have success in learning. This all begins with understanding who our students are as individuals and as individual learners.  In this way instruction can be personalized for each student. This can be a tremendous challenge when faced with large class sizes or other obstacles that students may bring into the classroom.  Student needs such as adequate sleep, food, or family concerns must be addressed before students will be able to enter a learning environment with their bowl turned right side up ready to receive knowledge.

Fortunately, the technologies of today make it much easier to manage the many needs of the individuals in a classroom.  The blended learning environment allows students to experience personalized ways of learning at their own individual pace.  Empowering students to be able to seek out knowledge in ways that are meaningful to them, truly helps student motivation in the classroom.  I am looking forward to exploring how to implement PBL’s in a blended setting. These student driven units can be great motivators, and the excitement behind them often drives more inquiry beyond the project.  This also shifts the role of the teacher, no longer is it up to use to simply deliver content, our students have that at their fingertips daily. It becomes now an opportunity to mentor our students and guide them on a path that will help them fill their bowl with knowledge each time they enter our classroom and after as lifelong learners.

Horn, Michael B., author. (2015). Blended : using disruptive innovation to improve schools. San Francisco, CA :Jossey-Bass,

Learning Management Systems

The use of Google Apps in my classroom has been incredibly helpful.  There are so many

different ways to take advantage of the many capabilities of Google, and I love exploring

new ways to use the Apps with my students.  The thing I think I appreciate the most about

Google products is how it is accessible from most devices, and it lends itself to sharing and

collaboration.  I often move between using my Ipad and MacBook and really appreciate how

seamlessly I am able to maneuver Google Apps through these, while my students can

access the same tools and materials on their Chromebooks.  The ease of Google Apps

Docs and Slides makes it very easy for my students to learn quickly, and the sharing

capabilities really increase the collaboration and learning possibilities for my students.

I do not currently use an LMS in my classroom, however, I think our classroom

website, which is a Google site, performs several of the same functions as an LMS.  I use

our classroom site to post calendars, announcements, and links to frequently used sites.

I also use it as a central location for students to find lesson materials, links to

assessments, and additional resources.  I love how Google Sites makes it simple to keep

our classroom and learning materials organized and accessible at school and at home.

While our district is moving in the direction of Canvas for those teachers who were utilizing

Blackboard, I think I would prefer to use Google Classroom as our class LMS.  I really

like how the Google products work so well together and do not create extra work for

my students or myself converting projects to different formats. Another advantage to

Google Classroom is how it may help my students stay organized, no paper means

no lost work or missing calendars. I would also love to see how I could use this tool to

improve the quality and speed of the feedback they receive from their assignments.  One

disadvantage I noticed while researching this tool was that there could be some

issues with editing assignments. It looks like once assignments are shared with

students, they are able to edit them. This could be an advantage when edited

intentionally, but may create problems if students are unfamiliar with the

program or unintentionally change something they did not mean to change.

Overall, I am looking forward to trying out an LMS with my class in the future. I think it

is a great way to encourage good communication with students and their parents,

while also increasing the organization of my students learning.  I hope this tool proves

to also be useful in providing more opportunities for more personalized learning in

my classroom. I think this could be a way to help my students learn at their own pace,

while providing a way for me to manage my students and monitor their learning.

Digital Learning

I think creating any lesson begins first with considering exactly what goals we are trying
to accomplish with our students.  While it can be very easy to integrate technology for
technology’s sake, truly examining the reason for the lesson and how each specific
digital tool can help to accomplish this goal should be the focus when determining
what digital tools are appropriate. The next thing to consider is the availability, and
cost of these tools to use them in your classroom.  While some tools may be very
useful, the expense of using them in a district and school as large as the one I teach in
can be a large obstacle to overcome. Fortunately, students in my district are one to one
with Chromebooks, and we have a limited number of Ipads for students to share. While
this takes the guesswork out of determining what devices to use in my classroom, it does
leave room for careful consideration of how to best meet my students' needs with my
available resources.  

One of the first ways I could see using technology to enhance student learning in my
classroom is through the creation of a Wiki. I think the Wiki is a powerful tool in PBL
to help students access information in a safe and effective setting, as well as creating
an engaging setting for them to collaborate and share their knowledge with their
teachers, parents, and peers.  (Cennamo, 2014).

ISTE NETS-T Standard 4.b focuses on meeting learners where they are and creating
strategies that are centered on how they learn. (Cennamo, 2014) I think the use of a
class website to provide opportunities for personalized learning, access to resources,
and communication with parents is a great way to personalize learning for each
students’ needs, and to gather necessary data to guide further instruction.  

One of the technological tools I would like to further explore in my third grade classroom
is the use of a class blog to collaborate and share ideas.  I think this could be a very
valuable tool to share our learning with our classmates and families, as well as to
connect with students outside of our school to expand our learning.

While I am fortunate to work in a district where my students and I are given many
opportunities to use different types of technology, there are some things to
consider when determining how to best meet the needs of my students through
the use of technology in my classroom.  While we have adequate devices, the
infrastructure is not always able to meet the needs of my learners. This really
illustrates the need for flexibility and a backup plan in any lesson, be it digital or
otherwise.

Cennamo, K., Ross, J. D., Ertmer, P. A., & International Society for Technology in Education. (2014).
        Technology integration for meaningful classroom use: A standards-based approach.

Digital Citizenship

Educating students about digital citizenship begins as soon as they have

access to technological devices.  While student safety and digital citizenship

concerns first present themselves in my district at the Kindergarten level,

most students in my school have had access to devices prior to entering

Kindergarten.  For this reason, I think teaching our kids about digital

citizenship begins at a very early age.

As their online activities and exposure change as they grow, their instruction

on Digital Citizenship should continue to evolve. With the many amazing

opportunities afforded by providing technology in the classroom, students,

teachers, and administrators also need to consider potential areas for the

technology to be misused.  This is not only to ensure the technology is being

used to further learning goals, but also to protect students from dangers they

may encounter online. Parents play a huge role in helping students develop

their digital citizenship skills.  Not only are they helping their children navigate

technology from an early age, they are also tasked with monitoring and mentoring

their children as technology use increases. Because so much technology is used

beyond the four walls of the classroom, it is also important for teachers and

parents to communicate with each other regarding technology use, and how

they are helping students learn the skills to be responsible digital citizens. In

my school, we utilize Common Sense Media to teach students about digital

citizenship in a grade level appropriate format.

Common Sense Media for Education

This instruction extends beyond the classroom in notes sent home to families
to encourage conversation, and to educate parents about how their students
is learning about using technology appropriately and safely.  The article by
Heather Wolpert-Gawron, The Importance of Internet Safety seems to explain
the importance of teaching students how to be safe online in a way parents are
already familiar with. With technology providing opportunities that may open our
children to risks, it is necessary for parents to be included in the education of
how we will protect the safety of our students when they are online both in the
classroom and at home.

The support of families and continued discussions both at home and at school
all help our students to create a safe online presence that enhances learning
and helps them become great digital citizens.The video included in the lesson,
as seen below, discusses how students are using technology in a way
that now helps them share who they are in the world.  When it describes
“The power of building a digital footprint,” I think it conveys to students the importance
of making sure the footprint they create is being used well.  By focusing on the
power each student holds to share their voice with the world, I think students
become engaged in learning how they can participate and create this part of their
identity in a way they are proud of.  

Elements of a 21st Century Classroom

I currently teach third grade in a district where students are one-to-one with Chromebooks.  
Students K-2 in my district are one-to-one with Ipads. Because third grade is the first year students
begin using Chromebooks in school, there is a bit of a learning curve for them at the beginning of the
year to navigate the change between the touch screen capabilities of an Ipad to the somewhat more
challenging navigation of the laptops.  I use technology in many ways in my classroom already, but am
always looking for new ways to integrate its use in meaningful and engaging ways for my students.

In my opinion, the top three elements of a 21st Century Classroom are areas for collaborative learning,
opportunities for creativity, and technology.  I think having spaces that foster collaborative learning where students feel safe to share their ideas and to learn from each other creates an environment where kids can learn both academically from their peers as well as grow their communication and and critical thinking skills.  I love to see how the confidence in my students grows when they are able to teach another student something they previously struggled with.

Creativity in learning and in sharing their learning is also an important piece to a 21st century classroom.  I think student voice and choice is a great way to foster this creativity as students seek new ways to share their learning in ways that are unique and challenging to them as individuals.

Finally, technology, and the ability to determine when and how to use it in the classroom is a vital piece to a 21st century classroom.  While my students have their own Chromebooks, there are often times when working together on one of the 7 Ipads available in my room, or using different apps or sites fits more appropriately in certain lessons.  I have also found that sometimes lessons sound great, but the technology is not always working or does not quite meet the needs of my students. In this instance I would add a top 4th element of remaining flexible to the important elements of a 21st century classroom!

The learning environment I would like to create for my students is one in which students are free to use technology to guide and personalize their learning while allowing for them to seek help and instruction from their teacher, and which also provides information to the teacher to assess student learning and to guide instruction.  I want them to be provided with many opportunities to collaborate with their peers and to learn from other students.

While I have access to a great number of technological resources and professional development opportunities, my most valuable resource continues to be the knowledge and experience of other teachers.  I love hearing about how technology is being used in other classrooms, and how they are overcoming obstacles when using new strategies.