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Jagbir KaurKatie Johnson
Rachel Merren
Parallel Processors & Multi-Taskers• They like:
Receiving information quickly Graphics before text Random access (hypertext) Networking Instant gratification Games“Future” content • They dislike:
Lectures Stop-by-step logic Slow pace “Tell Test” Instruction
They adapt but with accents (outdated language)
• They Believe: Learning can’t be fun Outdated pedagogy will continue to work Teach “legacy” content
• They Don’t Believe: Student can learn and multi-task Games can be instructional vehicles Future content doesn’t promote logic
Methodology • Go faster• Less step-by-step (more parallel)• More random access
Content• Invent computer games to teach
Ex) CAD program• Include reflection activity
Article is looking at the Native/Immigrant situation from Immigrant stand point
Agrees with the article we read in class that something needs to be done
Students today spend 6 ½ hours on some sort of media a day
Most of what the Digital Native reads (besides in school) is electronic
Difficulty happens when the Immigrant teaches the Native.
Immigrant teaches like their “home country”
Once in college the atmosphere changes and students can split time between lecture and laptop
Recognize student is from a different generation that is unlike the generation you are from.
Explore different and creative ways to teach the Native
“Leverage technology to engage students, enliven classrooms, and to teach students the 21st century skills of accessing, assessing, synthesizing, analyzing, and communicating information.”
Do not allow the professor to be “simply browser window 1 of 10”
The school discussed in the article is West Point (Untied States Military Academy)
The article addresses that technology permeates every aspect of our lives and especially in the life of our students.
Students are more adept at using technology as an educational resource.
In 2002 the academy replaced desktops with laptops for student and instructors were puzzled over how to best incorporate student computers into the class.
Some instructors rejected the ideas of laptops by saying, "That thing is not coming into my classroom!”
The laptops became a distracter because students were off task and doing work from other classes and checking emails.
Solution: 3 phrase program to integrate technology into lesson plans1. Learning
• Training in available technology and modeling of technology, and encourage student participation
2. Practice : each instructor is paired with a veteran mentor who has experience teaching with technology; the mentor assists the new instructor with lesson preparation and provides insight and feedback.-Time is set aside in daily schedule for training.
3. Feedback:• Then instructors are video taped for reflection and analyzing.• Is provided from mentor• Continue development through workshops, discussions, and mentorship within the department throughout the
school year.
Results (faculty feedback) The results indicate that when instructors participate in the 3 phrase program
both students and instructors had a richer, fuller classroom experience.
Game Features Attractive for Learning• Clearly defined goals
• Broad experiences and practice opportunities Fly through the interior of a cell, operate equipment Try over and over again to mastery
• Continuing monitoring of progress Move player to higher challenges as mastery is gained
• Encourage inquiry and questions
Game Features Attractive for LearningContextual bridging• Closes gap between what is learned and its use
Time on taskScaffolding• Provide cues, hints to keep learner progressing
PersonalizationAn infinitely patient medium
Higher order skills• Think strategically, analyze, decision-making
Practical skills training• Simulations: Build a bridge, mix chemicals
High performance situations• Rapidly evolving and ambiguous scenarios
Developing expertise• “Walk in the Shoes” of experts
Team building• Multi-player games
Unlike other industries, education has not transformed via new technology
Education has not been part of the IT revolution
Most adoption of technology has focused on integrating it into existing systems
With focus on NCLB, little room for classroom experimentation
IT often not integral to the classroom experience/learning• Access to computers (number available and time to
use them) often too small for mainstream role• Massive installed base of video game consoles
underutilized for learning
Few reports of clear outcomes for educational games
Lack of exemplar products to show benefits Schools cannot or will not use unproven
educational innovations
Instructional paradigm needs to change to take advantage of educational games• Schools should redesign instructional practices• Schools of Education (with learning games experts)
should develop new/revamp old pedagogy• Train teachers to support game-based
learning/new teacher training materials
IT should be integral part of classroom experience/learning
Outcome data from evaluations of educational games are needed• Educational technology researchers/game
developers should focus on affecting test scores• Universities should participate to ensure high
quality evaluations• Evaluations should consider how instructions
practices, teacher prep, school environment, etc. affected outcomes
Technology cannot be avoided.
The educational system in which we were instructed needs a transformation.
There is no definite plan for change, but at least the conversation has been initiated.
Federation of American Scientists (2006). Summit on Educational Gaming: Harnessing the power of
video games for learning. Retrieved July 20, 2008, from http://fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf
Efaw, J (2005). No Teacher Left Behind: Teaching with technology. Education Quarterly. (4) 26-32.
Mosbacker, B. (2008). How to Teach and Tame the Digital Natives. The Christian School Journal. Retrieved July 17, 2008, from http://christianschooljournal.blogspot.com/2008/02/how-to-teach-and-tame-digital-natives.html