Blog Entry #6: Good Video Games and Good Learning

In Good Video Games and Good Learning, James Paul Gee makes a valid argument for the sorts of learning principles seen in good video games. He seems to understand that some people may never agree with using video games of any kind in the classroom, which is why he encourages educators to find ways to make learning more game-like with or without the actual video games. I completely agree with this idea because game-like situations provide students the opportunity to apply what they know and allows them to learn from their mistakes. Page thirty-seven reads, "They (schools) often demand that students gain competence through reading texts before they can perform in the domain that they are learning." The text also points out, "Good video games operate by a principle just the reverse of most schools: performance before competence (Cazden 1981)" (Gee, 37). I believe learning is doing; providing experiences for students to problem solve and use higher-order critical thinking skills in their performance allows them to meaningfully develop knowledge.

Gee's article was published in 2005, and I personally haven't noticed much increase in the use of video games in education since then. Yes, I've seen more computer games and tablet applications being used in the classroom, but they are mostly being used for drill and practice and not problem solving. However, some schools in the nation are participating in research on video games being used as a classroom learning tool. An online article by USA Today from March 4, 2013 describes the use of SimCity at an Oakland middle school. The article provides this example of how the game is used for learning: "A sample SimCityEDU lesson asks students to prioritize public works projects and 'explain
your reasoning,' with writing assignments that culminate in several drafts of an essay. Game play, both at home and in school, tests students' hypotheses" (Toppo).

I think these learning opportunities are extremely valuable because students can experiment and often become determined not to quit until the problem is solved. It is unfortunate that gaming in education does not seemed to have increased nation-wide. The following statement from the USA Today article describes the need to consider gaming as a valuable learning tool, "For generations...education has worked in essentially the same way: 'People have a learning experience and the learning experience ends, and people take a test'...With well-designed games, the test is built into the game: Win a game of Halo and no one asks you to take a test on the material — you've mastered it" (Toppo).

As a future educator, I will do my best to bring video games or game-like experiences into my classroom. I most definitely see the importance of students performing and learning along the way. It has always been more meaningful for me when I can try something and see what works. Video games can provide that experience when creating real-world situations is not possible. Even very young students are capable of manipulating a video game. They, too, can learn from these experiences. Overall, the most important thing to remember when using video games or game-like situations in the classroom with children of any age is to make sure the game has been researched and will provide a quality learning experience.



Sources:

Gee, J. P. Good video games and good learning. (2005). Phi Kappa Phi Forum, 5(2), 33-37. Retrieved from https://blackboard.bsu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_107194_1&url=

Toppo, Greg. "Video game invades classroom, scores education points." USA TODAY. N.p., 4 Mar. 2013. Web. 16 Apr. 2013. <http://www.usatoday.com/story/news/nation/2013/03/04/video-games-education-simcity/1963239/>.

Blog Entry #5: Education Technology Political Cartoon Analysis

http://www.cagle.com/2012/11/book-vs-e-book-reader/#.UV-Nw6sjo08



What educational policy issue is this political cartoon about?

National Education Technology Plan and the push for using emerging technologies to foster 21st century learning. (Traditional books vs. e-books)


What is the purpose of the cartoon (why did the artist create it?)

I feel as if the purpose of this cartoon is to emphasize the sentimental feeling many people will always have toward reading a traditional book. The fact that the book is face down on the ground saying, "are you able to do the splits?" seems to show that it is trying everything it can to be better than the e-book because it is obvious eBooks are a growing trend with all they have to offer.


What techniques did the artist use to draw your attention (refer to the cartoon analysis guide from our classroom activity)?

The book is in color, seems to be quite a bit larger than the e-book, and has a pretty big caption above it, which draws your attention to it. The word, nostalgia, on the book relates to a sentimentality for the past. The fact that the iPad is sitting upright and an e-book is shown draws your attention to the fact that the traditional book has been placed face down and is a thing of the past.


What is the opinion of the artist?

From my point of view, the artist seems to have that sentimental feeling toward traditional books or feels as if many people still do. However, the artist seems to realize that no matter how hard the book tries to show off, it is becoming part of the past as e-books make their way into the classrooms.


According to the artist, who benefits and who is negatively impacted by this policy?

This artist seems to agree that e-books are benefitting In relation to the National Technology Plan and the push for e-learning. The use of traditional paper books in schools is being negatively impacted.


What opinions do others have on this issue?

According to a site Kara showed me in our PLC group a couple weeks ago, there are many pros and cons for both, e-books and paper books. According to pro-con.org...

In Nov. 2010, the US Department of Education released its National Education Technology Plan, a detailed blueprint on how schools can improve learning with technology. Among its recommendations is to leverage mobile devices ("the technology students already have") in the classroom. In his Jan. 2011 State of the Union address, President Obama said, "I want all students to be able to learn from digital textbooks." On Feb. 1, 2012, the US Department of Education and the Federal Communications Commission (FCC), in collaboration with several tech organizations, released a downloadable "Digital Textbook Playbook" to "encourage collaboration, accelerate the development of digital textbooks and improve the quality and penetration of digital learning in K-12 public education."

Therefore, our national government definitely seems to support progress. They seem to want to move away from the paper books of the past and encourage e-learning and the use of e-books


Did you find this cartoon persuasive? Why or why not?

From my understanding of this cartoon and the message I got from it, I did not find it to be persuasive. Yes, there will always be a nostalgia about paper books. We used them for so long and it is difficult for many people to imagine that something better could take its place. Regardless of the sentimental value of paper books, e-books and e-textbooks have so much more media and multisensory learning support to offer.


What do you think is omitted or missing from the cartoon?

I think it would be interesting if the cartoon included a response from the e-book.


What questions do you have about the issue that the cartoon does not answer?

If there had been a response from the e-book, the artist would have painted a clearer picture of his opinion on the topic. I feel as if the way he left it allows for a a few different interpretations.


Sources:
"Book vs e Book reader by Political Cartoonist Frederick Deligne." Cagle.com Political Cartoons. Web. 4 Apr. 2013. <http://www.cagle.com/2012/11/book-vs-e-book-reader/#.UV-Nw6sjo08>.


"Tablets vs. Textbooks." ProCon.org. Web. 4 Apr. 2013. <http://tablets-textbooks.procon.org/>.

Blog Entry #4

After interviewing a teacher at a local school and looking at that school's technology plan, I realized that the federal and state technology plans are not very evident in all classrooms today. One of the National Education Technology Plan's goals states "All teachers will use technology effectively to help students achieve high academic standards" (e-Learning). The school I conducted my interview at had about 2-4 student computers per classroom. The school had a computer lab, but it wasn't in it's own separate room. It was in the same room as the data coach and intervention teachers. It was difficult to use. According to the teacher I interviewed, not many teachers seemed to take advantage of it. When I asked if she and the other teachers utilized the computers in their classrooms, she said they were mostly used for Accelerated Reader tests. She thought some teachers also used them for drill and practice games.

The technology in the school didn't seem to be used effectively to help students achieve higher levels of thinking. This was probably due to the fact that technology use was not monitored by school leaders. The teacher I interviewed said the extent each teacher used technology was up to each teacher's individual preference. This reminded me of a quote I saw about statistics on teachers' technology use in Indiana's education technology plan, "When asked about their school principal’s expectations of them to use technology, 48% of teachers replied that they are 'expected to use technology regularly, as appropriate to their teaching assignment,' whereas 45% replied that each teacher in their school 'decides individually whether and how often he/she will use technology'" (Indiana Plan for Digital Age Learning). The school where I conducted my interview would fall in that 45% where each teacher decides individually on their level of use of technology.

Even though Indiana's latest education technology plan is from 2007, I still believe the following statement proves true 6 years later: "most school leaders are not yet setting high expectation for integration of technology in curriculum, instruction and assessment. In most Indiana schools technology has not yet translated into changes in classroom practice and is not yet systemic" (Indiana Plan for Digital Age Learning). Some schools are truly excelling in technology integration, which might be because they have had access to more technologies in the classroom for many years. Where I conducted my interview, they had just received SMART boards and were receiving professional development for them; maybe adopting this technology will lead to more technology integration used to encourage students' higher order thinking skills. If school administrators set some expectations with the technology as well, I definitely believe the state and federal technology plans would be more evident in this school.



Sources:

United States. Indiana Department of Education. Education Technology Council. Indiana Plan for  Digital Age Learning. 2007. Web.

United States. U.S. Department of Education. Office of Educational Technology. e-Learning: Putting a World-Class Education at the Fingertips of All Children. 2000. Web.

Blog Entry #3

While researching how Indiana government has impacted educational technology integration and use, I found two articles relating to Indiana educational technology policy and online standardized testing. A 2010 article from Indiana Public Media states that the Indiana Department of Education would gradually be transforming state-wide exams to a digital format. According to the article, at least one grade level in every public school in Indiana was required to transfer from paper to online testing in 2010. The Chief Assessment Officer of the Indiana Department of Education was quoted with the following: 

“We thought that it might be useful if you’re trying to really get kids ready for the 21^st century and make sure they’re college and career ready, we should probably at least try and test them with 20^th century technology rather than 19^th century technology.” says Bruce. “Paper tests have been around forever."

Not only will this help get students prepared with 21st century skills, but the turnaround with online testing is much more efficient. However, not all schools have access to a large number of computers or the network capacity for simultaneous testing. Regardless, it is the IDEO's goal for all students to have sufficient computer skills to be able to take an online version of the Common Core assessment in 2014 (Moxley).

A 2012 article from State Impact's website suggests Indiana is now "ahead of the curve" when it comes to online testing. The Indiana Department of Education stated that Indiana is already testing more students online than most states. The ability to test students online was described as "invaluable" because of the quick results that allow schools to quickly identify how many retakes they will have to administer. Although the IDOE sees great value in using technology for assessment, they do not seem to have lost sight of the true goal. The director of college and career readiness from the IDOE said, “It’s great to be able to test online, but we wouldn’t be asking schools to spend so much on technology just for the purpose of assessing. We know that’s how students learn" (Ntiamoah).

I definitely agree with online testing and the benefits discussed in these articles. However, I feel as if the state needs to make more of an effort to get "ahead of the curve" in integrating technology in the classroom for student learning rather than focusing so much on assessment. From personal experience student teaching last semester, the only time teachers seemed to use the computer lab was when they had to do Acuity testing. Teachers signed up for a time slot and took students down to test on math, language arts, social studies, and science. My cooperating teacher did not take students to the computer lab at any other time. The main use of computers in that school was for testing. Eventually they will be using computers for even more testing when ISTEP+ becomes digital as well. The state should make more specific requirements for effectively integrating technology in the classroom....possibly starting with the RISE model. For many veteran teachers who are content with their teaching methods, this may be one of the only ways to ensure technology is being used for more than just standardized tests.


Sources:

• Moxley, Elle. "Why It Might Not Be A Smooth Transition To Online Standardized Testing After All." State Impact. NPR, 29 June 2012. Web. 27 Feb. 2013. <http://stateimpact.npr.org/indiana/2012/06/29/why-it-might-not-be-a-smooth-transition-to-online-standardized-testing-after-all/>.

• Ntiamoah, Eunice. "Indiana Standardized Testing to Be Conducted Online." Indiana Public Media. Indiana University, 10 Nov. 2010. Web. 27 Feb. 2013. <http://indianapublicmedia.org/news/indiana-standardized-testing-conducted-online-11249/>.

Blog Entry #2: What role should the Fed Government play in the ed tech policy process?

While searching for more information regarding the No Child Left Behind Act and technology integration, I wondered how technological literacy was to be measured. The national technology standards were created as a guideline after the NCLB act was put into place, and states were allowed to create their own set of technology standards if they wished. Since technological literacy can be defined in many ways, I searched to see what types of evaluations were in place for 8th graders when they have to be assessed in accordance with the NCLB act.

I found the following link: http://nces.ed.gov/nationsreportcard/tel/moreabout.asp

It is the site of the National Center for Education Statistics. The above link provides information about the National Assessment of Educational Progress (NAEP) and the Technology and Engineering Literacy (TEL) assessment they have developed. This year, the assessment is being piloted to students in 8th grade at selected schools. It will be fully operation in 2014. The TEL assessment will measure three main areas: technology and society, design and systems, and information and communication technology. It will include scenario-based tasks, short-answer, and multiple-choice questions to measure students’ knowledge and skills. Achievement levels will be as follows: basic, proficient, and advanced.

Federal policy specifies that the NAEP testing is voluntary unless the school receives Title 1 funds. Schools that receive Title 1 funding are required to administer the reading and mathematics assessments from NAEP. I think the new technology and engineering literacy assessment should be included as well. I agree with the fact that Title 1 schools are required to administer certain national tests because they are receiving federal funding. Since a Title 1 school receives federal funding, it seems fair for the federal government to implement the national technology assessment. It is their role because it involves government money. Schools not receiving Title 1 in each state should continue to be free to evaluate technological literacy with assessments other than the new national assessment. However, I think it would be appropriate for the federal government to narrow down the possibilities of assessment because they range from a single test, a course, or even a portfolio created over many years.

Blog Entry #1

My Name is Carissa Adelsperger. My major is elementary education with a concentration in technology. I am a senior and will be graduating this May.

I student taught in a 3rd grade classroom at Mitchell Elementary School in Muncie last semester. As challenging as some of my kids were, I enjoyed every minute of it. I feel like I should still be there to finish the year with them. Visiting once a week keeps me from missing them too much. I am so thankful to have had this experience at such a wonderful school.

I grew up in Muncie and attended the Yorktown Community Schools. I hope to teach at one of the two elementary schools. First through third grade would be my preference.

Technology has become an essential part of education. Learning becomes more meaningful through the use of technology because students are able to explore what is outside of their classroom. Technology can stimulate students' interests through videos, interactive sites, and hands-on manipulatives far better than textbooks. It allows for collaboration between students in the classroom and is an important factor in fostering the home/school connection. With the technology, the classroom has extended far beyond the school.

Like many of you, I am enrolled in this course because it is a requirement. I chose a technology concentration because technological literacy is such a necessity in today's world. I want to learn how to better incorporate these tools in order to interest my students and better meet their learning needs.

My personal learning goals for this class include developing a better understanding of the policies and ethics surrounding technology in schools, how to identify and use technology resources that affirm diversity, and how to use technology to communicate and collaborate with the larger community in order to nurture student learning.