Electronic Games in the Classroom

Reference:

http://www.cms.livjm.ac.uk/library/AAA-GAMES-Conferences/GDTW/2008/Papers/Camera-Ready-Papers/LP6.pdf

Review/Summary:

This study was conducted in 2004 in Thailand where the use of electronic computer games at that time was not full accepted as a means of instruction.  This research intended to focus on how much this type of technology was needed by students and if it would be used by instructors in the classroom. Surveys were used to conduct this research at two public and two private universities in Thailand.  Specifically, the study was also noting whether learning or teaching styles had anything to do with the use of this type of technology in the classroom.  In addition to this, the study looked at how instructors would feel about the adoption of education computer games in the classroom.   

Questionnaires were given out to 400 students in which 398 were returned.  Of the forty instructors who were given the questionnaires, thirty-two returned them.  After looking at the data from this study, it was determined that students and teachers of all learning and teaching styles were in favor electronic computer games in instruction.  Also, educators were agreeable with employing this type of technology in their classroom instruction.

A limitation noted in this study was the use of a target sample solely selected from schools that focused on Information Technology.  Those conducting the study gathered that individuals from this type of school would be more favorable of incorporating this type of technology in the classroom.  However, it was also reasoned that the popularity of computer game use with a younger generation could prove this belief to be incorrect.

Reflection:

Personally, I have discovered that the use of hands-on activities in the classroom and in this particular situation electronic computer game use, has been fruitful and produced more results in instruction than strictly using lecture, books, paper and pencil.  When students can have an active part in the learning process through the use of interactive games, they are more attentive and much more excited about learning. 

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Use of Videos in Teaching and Learning

http://cgi2.nhk.or.jp/bunken/english/reports/pdf/08_no6_05.pdf

REVIEW/SUMMARY

In this article entitled "Digital Technology in Classrooms:  Video in Teaching and Learning" written by Ronald Thorpe, we learn about the importance of video in relation to classroom instruction.  Thorpe provides his readers with a background of film and video.  He reminds readers of reel to reel 16mm projectors that were prevalent in the 1950s and 1960s.  In the 1960s this author recollects the instruction of "new math" through the medium of television.  However, he also notes that the majority of the time television was mostly used to show current events.  In the late 60s he mentioned the introduction of Sesame Street which aided the instruction of preschoolers.  Moving on to the 1980s he mentioned how teachers started to use VHS tapes to aid with instruction, but sometimes this type of technology became a replacement for the instructional process rather than something to enhance learning.  In 2005 (VITAL) or Video in Teaching and Learning was created by Thirteen/WNET to begin a study of how video could be included in instruction.  Thirteen has had a history of producing quality television since the 1960s.  This organization was also responsible for EdVideo Online created by United Learning which  was then bought by Discovery.  For achievement to take place in instruction through the use of video, VITAL took steps to provide an allignment of curriculum, instruction, and standards.  In conclusion Thorpe notes that the use of video in instruction does make a difference when it is used appropriately in comparison to printed material.  He backs up this finding with a report from the CPB (The Corporation for Public Broadcasting) entitled "Television Goes to School:  The Impact of Video on Student Learning in Formal Education" (2004) that television allowed for more effective teaching.

REFLECTION

Through the reading of this article, I definitely could relate to the various phases of film and video in my own education as well as that used during my instruction of middle school students.  I remember the use of the 16mm film projectors and how we all laughed when the teacher would rewind the reel and everything was moving backwards.  I could also tell that this type of visual instruction was rather cumbersome to the instructors who used it on occasion.  In the late 1960s and 1970s I do not remember the television being used for anything except current events.  I remember watching the landing on the moon when I was in kindergarten.  Other than that, I do not remember any teachers using the television for instructional purposes during that time period. 

After becoming a teacher in 1998, I incorporated the use of VHS tapes to aid with instruction especially in the subject of history.  As instructional videos became available through United Learning which later became Discovery, I remember having the technology person at our school help me provide a connection between my computer monitor and the television in the classroom with a connector box and an S-video cable to allow students a better viewing of the good quality instructional videos that were being provided through those venues.  As one of the few teachers in our school who was utilizing technology at that time, I was selected to have an interactive whiteboard mounted in my room which proved to be quite beneficial with instruction through interactive games and videos for my special needs students at that time.  I must concur with this author that instructional video used appropriately in relation to the curriculum can certainly benefit the educator and his/her students.

Holmes, K. (2009). Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service secondary mathematics teachers. Australasian Journal of Educational Technology, 25(3), 351-365. http://www.ascilite.org.au/ajet/ajet25/holmes.html

REVIEW/SUMMARY

This article discusses the increase of various technology used in education and it specifically mentions the interactive whiteboard.  In addition to this the author, Dr. Kathryn Holmes from the University of Newcastle, states the need for pre-service teachers to know how to use this tools features, difficulties of the tool, and how to develop lesson plans with its use.

This was a study of preservice teachers who were in their last year of secondary mathematics.  In order to conduct the study a framework was used that was the creation of Mishra and Koehler (2006) known as Technological Pedagogical Content Knowledge. 

This particular study was conducted with the New South Wales public school system.  This system like many others throughout the world spent a great deal of money on interactive whiteboards -- $66 million to be exact.

Some of the benefits for using this technology discussed the ability to address a number of learning styles as well as keep students' attention thus aiding classroom management.  Students were also motivated more toward learning with the use of this technology.

Drawbacks to the use of this technology involved the money required to install and maintain this tool.  Also more time was required for lesson preparation to use with the IWB than regular lesson plans.  Some of the students found the tool confusing and it became more teache-centered than student-centered; however, when the IWB was used for multimedia presentations there was more positive reaaction than when it was used as strictly interactive interace.

By the conclusion of the study it was determined that these preservice teachers could use the features of this technological tool with mathematics lessons which provided evidence of TPCK development.  Through this technology it was also shown that its main benefit was the ability to use several visual representations along with virtual manipulatives to help students understand various mathematical concepts.

REFLECTION

Through personal experience I have found the findings in the above report to be quite accurate.  When interactive whiteboard technology was being introduced to the school system where I taught in East Texas, teachers selected to use this new technology were invited for a four hour workshop in order to learn about how to use the IWB.  I believe that at least a full day or more of training would have been more beneficial to be able to adequately understand all of the features of this technological tool.   

When I as one of the few teachers in our middle school who had this device installed for use in my classroom began to employ the use of this technology in my lessons, I did find it required more time for lesson preparation if used with the interactive interface type of features.  As a teacher of special education, I found most benefit from the use of the IWB through the use of multimedia presentations in the way of learning videos related to concepts being studied or interactive games which allowed for a great visual way of learning.