Gaming

Gamestar Mechanic

Game Mechanic seems like a good website for teachers to use in the classroom.  From what I observed it seems like the teachers is using it as a good way for students to use their analytical and critical thinking skills.  I enjoyed the the STEM video game challenge.  I think it is a great way to help students get involved and interested in STEM.  I started playing one of the game quest and I saw myself spending a lot of time on the game.   I actually enjoyed it and I like that it was very educational and required you to really use your critical thinking skills.   

Philosophy of Gaming

Not until now did I really think about a philosophy of gaming in the classroom setting.  

But the more I think about it the more I  feel gaming can be an asset in the classroom.  Many people don't realize it but gaming teaches children a lot of different skills depending on the game they are playing.  Games can be valuable with helping children learn critical thinking and analytical skills.  Games can teach children how to be creative and think outside the box.  A lot of games offer what-if scenarios whereas the game changes depending on your move.  That means this type of gaming will lead children to start thinking on a broader spectrum.  They will strategize their next move which in many ways they are creating their own story.  Therefore, I believe gaming can be a benefit in the classroom especially the ELA classroom.  Using games will lead children to think but not just think but become critical thinkers and use higher order thinking skills.   Games such strategy games and word games can be an asset and should used more often in the ELA classroom. 

Game Scenario
Click on the picture below 

Edmodo

I am not new to Edmodo.  I find Edmodo to very good resource not just for students but for teachers. Edmodo can be valuable in the ELA classroom because it promotes literacy and collaboration amongst students and teachers.  Students can blog, share, and communicate in a safe secure environment while enhance their learning.  It is a great resource and can be a powerful tool if used correctly in the classroom.

Range of new literacies

Gaming     
      I’ve always loved playing games, board games, video games and online games.  I like games that challenge me and I have a goal to meet at the end.  I feel the same way about educational games.  The educational games that hold my attention and my student’s attention are the educational games that are challenging.  The ones that are easy get boring very quick.  I play a variety of games on my iPad. I like to play a lot of strategy games and simulation games.  One of my favorite simulation games is Diner Dash.  I’ve played Diner Dash on the computer, Nintendo DS and now on my iPad.  The factors highlighted in the article and video is what keeps my interest in the game.
      The challenge in Diner Dash is to build up a variety of Diner from the bottom up into these most desirable restaurants in town.  Flo is one women shows that don’t have much money but opens a diner.  Each level is a set of new goals and more money to earn which enables you to enhance the diner.   Once you have met the goals of each diner you move on to a bigger and better diners until Flo opens up the last and final grand diner.   Each diner becomes bigger, with more costumers and a demanding shift.  Flo being a one women show has to do it all by herself.  Therefore, the challenge is to meet each customers needs and achieve your goals before time runs out.
     The graphics and whether or not as the game gets harder can I beat it is what draws me in.  I enjoy playing the game on the iPad because the graphics are very crisp and eye catching.  The game also entices my curiosity because I want to see how well I’m going to do once the game gets harder. At the end of the section the game lets you know if you met your goals or you need to repeat the board.  The game have text balloons within the round to let you know if you met a particular goal.  I’m not the type of person that gives up when something gets hard, I like a challenge so that what keeps me playing the game.  The audio is pretty fast paced and keeps you interested.
     Diner Dash gives you control over how you want to upgrade the diner.  You can personalize the diner to fit the type of person you are. In addition, you have the ability to buy the things Flo need to make the restaurant a success.  You can buy anything from new kitchen appliances to lighting, each item have a specialty that will allow the restaurant to run more efficiently. This type of control makes you really take ownership of the game and think of it as your own.
      In the end, its a fabricated scenario design. The storyline makes it interesting.  I like the idea of owning my own restaurant and building an empire from the bottom up.  At the end of the day that is what you are doing in this game.  It’s a fantasy that appeals to my intrinsic, cognitive and emotional fantasy being.  I really enjoy playing the game and building my empire.
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Lesson Plan

Grade:  3rd
Language Skill: writing

Language Focus: sequence connector (first second, third, next, finally)

Standards: CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 CCSS.ELA-Literacy.W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Learning outcome(s): by the end of the lesson, students should be able to:

1. Write 3 out of 5 steps involve in taking orders at a restaurant using correct sequence connector.

2. Name 5 out of 7 things that can be found in a restaurant.

Procedures


1. Teacher encourages students to talk about their experience when they dine-in at a restaurant.
2. Teacher asks students to name few things that can be found at a restaurant. 

3. Using the Smartboard teacher plays diner dash online game and demonstrates it to the students.

4. Teacher asks students to focus on the game and identify the steps in taking orders between the waiter and the customers.
5. Teacher then asks the students the steps in taking orders and list down the steps on the board.
6. Teacher emphasizes the use of sequence connector in the steps and explains on how to use each sequence connector for each sentence/step.
7.  Teacher asks few students to come in front to write the next step using sequence connector.
8. Teacher distributes a task sheet to each pupil.

9. Students need to complete the task sheet by writing the steps in taking orders correctly using the sequence connector provided.

10. Teacher facilitates and provides necessary guidance to the students.

11. Teacher discusses the answer with the students.
12. Teacher lets the students explore and play the game.
13. Teacher asks the students to take notes of the steps involved in completing the game.
14.  Teacher provides feedback after the playing session about the steps involved.
15. Teacher and students have a discussion about some moral value on how to behave at a restaurant.

Assessment:  Students will write a story about a special time in their life and they must use the sequence connectors.

Debriefing:  Teacher will use PowerPoint to create scaffolding activities.  Students will design characters and write narration in the game scenario

What cognitive skills do this game help to cultivate:  critical thinking, visual processing, auditiory processing and processing ability. 

What new literacies skills do this game help to cultivate logical thinking: Students have the ability to connect the game to the real world. 

Introduction to the concept of “new literacies”

The articles about "new literacies" all have one thing in common.  There is no concrete definition for the term "new literacies".  New literacies is a combination of four elements that can applied to all definitions of new literacies.  (1) The Internet and other ICTs require new social practices, skills, strategies, and dispositions for their effective use; (2) new literacies are central to full civic, economic, and personal participation in a global community; (3) new literacies rapidly change as defining technologies change; and (4) new literacies are multiple, multimodal, and multifaceted; thus, they benefit from multiple lenses seeking to understand how to better support our students in a digital age.  

The ideas from the video reflect the ELA teachers I interviewed because their students are digital natives but their cognitive skills are lacking.   As a technology instructor I can help change their instructional practices by educating the teachers about new literacies, technology skills vs. cognitive skills. I can help teachers to understand cognitive proficiency.  I think teachers will need on-going professional development and resources in order to properly integrate technology into their classroom.  They should be taught about new literacies and the difference between technology proficiency and cognitive proficiency. 

Grade level: 7th grade

Topic: Women of History:  Fact or FictionStandards addressed: CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant contentCCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Learning outcomes: Students will read a story about a women of history and compare the fictional portrayal to actual events of the women's life.  Students will use GlogsterEdu to create informative glogs about a women of history and create a multimedia presentation comparing the fictional and factual portrayal about the a chosen historic women. Technologies needed:  Laptops, wireless connection and Glogster accounts.Timeline for implementation (how many classes needed):  About a monthHow can it be integrated and implemented in the lessons? Students will read the text about during the 1st half of their ELA block.  In the 2nd half of the class they will use the laptops to begin to research factual information about the women. In the next few weeks they gather information and begin to formulate ideas and write their informative compare and contrast text.  Students will use the technology to research information and images to add to their GlogsterEdu accounts.Assessment (on writing skills and technology skills):  Rubric will be created that includes writing skills and technology skills.

ELA Instruction and Integrating Technology

1. Understanding of ELA instruction

After reading the articles and viewing the standards I have a clearer understanding of the ELA  curriculum.  I believe the main objective of the ELA curriculum is to use a variety of ways to create successful students with the knowledge of literacy.  Literacy and language is a part of everyday life and as teachers its our job to instill this into our students so they can understand how important it is to develop their literacy skills.   Students should be able to build connections with what they read to their real life experiences.   In order to achieve this goal there are 5 key components:

• Reading

• Writing

• Speaking and Listening

• Language

The ELA standards is a clear break down to help the teachers achieve their ELA goals and have a measurement of where their students should be at the beginning and ending of the school year.  The ELA standards is also something that parents should view and have an understanding of because I feel it will help parents support their children in  their academic achievements. 

2.  Technology Tool that supports the ELA instruction is

  

Glogster EDU is a creative platform for students to display their knowledge and skills.  Students create GLOGS (interactive posters) which allow them to add text, photos, video, graphics, sounds, drawing, attachments and so much more.  Glogster EDU also allows  teachers and students to share their work online and have a community to interact with.  I have used this tool in my classroom and possibilities is endless.  

3. Interview with a ELA teacher about integrating technology into their classroom. 

I spoke to two different ELA teachers in two different schools and surprisingly they had the same problem about integrating technology into their classrooms.  Both teachers work in public schools in Brooklyn, one is a JHS teacher and the other is in Elementary school. The problem they have with integrating technology into their classrooms is the lack of technology.  Both teachers are tech savvy and would love the opportunity to enhance their lessons with technology but the availability is limited.   The teachers have smart boards in their rooms but they will like to have computers in their rooms for students to use.  As a technology teacher I hear this complaint a lot.  I  have conducted trainings in the past and I find the teachers are excited about the technology tool but at the same time they get discouraged because they do not have access to technology or the technology they do have access to is very old and outdated.  I believe the main problem with integrating technology into the classroom especially NYC Public Schools is that technology is advancing but the public schools are always behind may it be their internet connectivity, computer hardware or software.  I feel like the public schools are always playing catchup.