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Games and Virtual Worlds | - 0 views

circlcenter.org/games-virtual-worlds
shared by talithagraceking on 12 Mar 16 - No Cached
  • Computer-based games and virtual worlds provide opportunities for learners to be immersed in situations in which they can experience and get close to phenomena and processes
  • This immersion helps them develop tacit/implicit understanding and intuitions about such phenomena and processes as they think about choices, take action, and see the impact of their decisions in a meaningful context.
  • It is difficult to get the integration of games and learning right.
  • ...7 more annotations...
  • Some of the best results in recent years have emerged from virtual worlds through thoughtful design of the learning environment that leveraged what we know about how children learn, especially in collaborative, technology-mediated spaces.
  • In the design perspective with the longest history, games have been viewed as conduits or vehicles for the delivery of curricular content
  • The research literature suggests three different perspectives on designing games for learning
  • Second, with the growing sophistication of game play and its rise in the general population, educators have looked for game elements or “game mechanics” that can be borrowed and transferred to educational settings to improve engagement
  • A third perspective on the role of games and virtual worlds in education is organic: looking for and exploiting curricular topics inherent in popular games
  • Virtual worlds are typically more focused on exploration than a specific game mechanic and they open up other possibilities for learning
  • Research on science learning in these multi-user immersive virtual environments (Barab, et al., 2010; Dede, 2009; Neulight et al., 2007) suggests that authentic designs and contextual narratives around science phenomena are not only engaging but also help learners acquire deep science inquiry skills and conceptual knowledge
  • djplaner on 12 Mar 16
     
    Article describing games and virtual worlds and their application to learning and teaching.
1More

Technology for positive: Using Technology to Differentiate Instruction - 1 views

techposi.blogspot.com.au/...chnology-to-differentiate.html
shared by wilkoo on 14 May 12 - No Cached
  • wilkoo on 14 May 12
     
    "One of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Just as every student grows and develops at different rates, they learn in different ways and at different speeds. Technology makes it possible to pace lessons appropriately for each student's learning level and can be used to promote learning in the multiple intelligences. Below you will find website suggestions that address the different learning styles in your classroom with the help of technology: Verbal-Linguistic These learners enjoy learning through speaking, writing, reading, and listening. In the classroom setting these students shine when given tasks such as taking notes, researching, listening, reading for information, and writing. Websites to encourage learning for Verbal-Linguistic students: 1. http://wordle.net Allow students to express themselves creatively with words 2. http://ed.voicethread.com Capture student voices with audio, text, pictures , and video 3. http://zoho.com- A free online word processor, and presentation tool 4. http://gcast.com- Students can podcast (voice recording) online. 5. http://kerpoof.com - Students can create stories or mini- movies 6. http://www2.shidonni.com- Students create animated stories 7. http://tickatok.com Students can create stories and turn them into a book 8. http://pbskids.org/wordworld A world where words come alive 9. http://readwritethink.org 52 interactive activities related to reading, writing, and speaking 10. http://speakaboos.com Students can read stories online, record their own story and play literacy games Logical-Mathematical These learners love numbers, reasoning, and problem solving. These students enjoy measuring, calculating, and organizing data. In the classroom students will shine when given tasks such as collecting data, conducting experiments, solving proble
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The MindShift Guide to Digital Games and Learning | MindShift - 5 views

blogs.kqed.org/...-to-digital-games-and-learning games gbl
shared by djplaner on 02 Mar 15 - No Cached
  • Much of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.
    • djplaner
      djplaner on 02 Mar 15
       
      Potentially a good source of reasons for why you would use ICT (in particular games)
  • djplaner on 02 Mar 15
     
    Overview of a longer PDF "Guide to Digital Games and Learning" that provides a good starting point if you're thinking of incorporating games into your learning and teaching
2More

Video game playing tied to creativity | MSUToday | Michigan State University - 0 views

msutoday.msu.edu/...ame-playing-tied-to-creativity postman games gbl creativity
shared by djplaner on 11 Mar 14 - No Cached
  • djplaner on 11 Mar 14
     
    Short description of research that found 12 year olds who played computer games more tended to be more creative.
  • Ann Bond on 13 Mar 14
     
    The problem with most current educational games is the students, especially older students don't find them entertaining, they are often repetitive and childish, perhaps making educational games more violent would encourage more teenage boys to learn.
3More

Can a Child's Creativity and Persistence be Assessed by a Game? | MindShift - 3 views

blogs.kqed.org/...sistence-be-assessed-by-a-game ICT creativity
shared by cddoran on 11 Mar 15 - No Cached
  • cddoran on 11 Mar 15
     
    Researchers are looking into how well "stealth assessments" embedded in video games could help measure less tangible qualities like creativity and persistence.
  • cddoran on 11 Mar 15
     
    Researchers are looking into how well "stealth assessments" embedded in video games could help measure less tangible qualities like creativity and persistence.
  • ssbe2015 on 16 Mar 15
     
    I played the maths challenge Dragonbox, and was just going to spend a few minutes on this game but I found it fun to keep going and work out how to continue with the problems when I got stuck, until I understood the concept that the challenge was teaching. In a way I was trying to be creative in solving these problems along the way and was learning as well. This idea could be carried on outside the came creating my own idea of Algebra using everyday items. I think that when learning is taking place creativity and innovation are not far behind. Dragonbox http://www.nytimes.com/2013/11/14/technology/personaltech/with-apps-children-can-play-the-game-of-math.html?_r=0
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Mr Robbo - The P.E Geek | Bridging the gap between Physical Education & ICT…Y... - 8 views

thepegeek.com teachers teacher pe hpe FFF
shared by djplaner on 14 Mar 13 - No Cached
  • djplaner on 14 Mar 13
     
    One for the HPE folk.  A Victorian PE teacher who labels himself "The PE Geek".
  • ...2 more comments...
  • Carmen Gambe on 15 Mar 13
     
    The key word here is 'Physical' education. I can only condone activities that are of physical nature. If the ICT is restricted to hands controlling a remote then I would not execute them in my PE classroom. I can see how some of these games add excitement to teaching and learning but are they still teaching the kids the fundamentals? You cannot expect a child with no experience in the water to swim proficiently or with confidence no matter how much swimming gamification practise they've had. It is unrealistic and dangerous. Gamification has the ability to help correct techniques in elite athletes and create visuals for young children but is it really helping them with their stamina? Are they giving a 100% or just doing it half-heartedly, more for the fun? Physical education is just that ... physical. It helps your lungs develop and makes you stronger, fitter and healthier. I don't know whether I am for or against ICT in P.E.
  • djplaner on 15 Mar 13
     
    I didn't look very far in his blog, but it does appear that only the first post is talking about gamification. There are other post where he is exploring a range of resources associated with both the health theory side and also the physical movement. The rationale for sharing this was for the entire blog. To see a HPE teacher that is engaging with a whole range of ICTs, including some you may have problems with.
  • anonymous on 28 Mar 14
     
    He does discuss other reasons why ICTs should be used in classes, but unfortunately doesn't give enough practical examples. The gamification he talks about most specifically is a dance game on the wii. Now of course the students are taking part in a game, but their bodies are moving just like they would be if they were dancing without the use of the game, so it is definitely physical. Using these types of games in your teaching shouldn't outweigh the the students taking part in physical activity or sports and training, but it should supplement it. I think using ICTs in HPE will help to improve motivation and interest in students who are uninterested in sport, which is a big focus that teachers face, particularly with junior high school girls. Using these games to get them interested is better than forcing them to take part in an activity where they aren't going to put in much effort anyway. ICTs are also immensely beneficial to students studying PE in senior, as a lot more of the focus is on technique and improvement, so using videos to view performance and receive feedback is great for these students. Especially the apps and programs you can get nowadays that let you pause and rewind video, play in slow motion, and draw on the screen (to check if your body is creating the right angles in the movement etc). In primary they wouldn't be so concerned with technique improvement like this, but ICTs can be used to expose students to sports that they wouldn't normally see or experience. Primary students could research and create their own games and sports using the internet and computers. (It is harder for me to think about the primary context, because I haven't had much to do with it). I am sure there are many ways ICTs can be incorporated in the Primary HPE setting, you just need to think outside the box.
  • anonymous on 28 Mar 14
     
    Oops, I think I got PE Geek confused with a PE blog I was reading recently. After looking at the actual link, this PE geek offers so much more! It is actually great, the apps he talks about are great for primary and secondary.
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playforce.org - Playforce: Learning from the games we play - 1 views

beta.playforce.org ictexamples games frameworks
shared by djplaner on 20 Feb 13 - No Cached
  • djplaner on 20 Feb 13
     
    A development version of a website aiming to help "players, parents and educators share learning experiences in games'. i.e. it helps you identify what games might be useful for learning and what they might help with.
2More

Playsheets - Teacher Tech - 2 views

alicekeeler.com/...playsheets edc3100
shared by sarah hashim on 03 Aug 16 - No Cached
  • sarah hashim on 03 Aug 16
     
    Playsheets are a digital worksheet, they should give immediate feedback. Oftentimes they take the form of a game. For example, if you use a website like http://quia.com/web you can input your curriculum questions into a variety of game templates. It is still curriculum questions, but some gamification has been applied  to what is essentially a worksheet. A …
  • sarah hashim on 03 Aug 16
     
    Playsheets are a digital worksheet, they should give immediate feedback. Oftentimes they take the form of a game. For example, if you use a website like http://quia.com/web you can input your curriculum questions into a variety of game templates. It is still curriculum questions, but some gamification has been applied  to what is essentially a worksheet. A …
1More

Differences between game based learning and educational games - 2 views

deangroom.com/...tial-benefits-gaming-classroom game gbl earlychildhood
shared by djplaner on 22 Aug 12 - No Cached
  • djplaner on 22 Aug 12
     
    Good discussion about game-based learning and what it is (and not). For the early childhood folk, makes a strong connection between GBL and play-based learning.
1More

Australian Study Points to Benefits of Games-Based Math - Getting Smart by Tom Vander A... - 1 views

gettingsmart.com/...o-benefits-of-games-based-math
shared by u1028315 on 18 Aug 15 - No Cached
  • u1028315 on 18 Aug 15
     
    "Kristy Goodwin of Macquarie University to study what she calls Digital Games Based Learning (DGBL)"
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Beyond the Worksheet: Playsheets, GBL, and Gamification | Edutopia - 3 views

www.edutopia.org/...-gbl-gamification-alice-keeler gbl worksheet game based learning edutopia
shared by jwalker81 on 03 Mar 15 - No Cached
  • Engagement:
    • jwalker81
      jwalker81 on 03 Mar 15
       
      An obvious candidate for one of the reasons for using ICT.
  • The website Quia contains games that mimic popular games such as Battleship and Jeopardy. The teacher can type the worksheet questions into templates to quickly and easily create games for students to play during class or for homework. I personally would create these playsheets in the five-minute passing period before my students came into class. They would eagerly ask me to make playsheets.
    • jwalker81
      jwalker81 on 03 Mar 15
       
      Something like this might be useful for EDX3280
  • jwalker81 on 03 Mar 15
     
    Good article outlining how technology may be used to increase engagement. While turning worksheets into games may not be as ambitious as I would like this could be a good starting point.
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The TPACK Game - T | Dr Matthew J. Koehler - 0 views

mkoehler.educ.msu.edu/...the-tpack-game-t tpack tpackgame
shared by djplaner on 07 Mar 13 - No Cached
  • djplaner on 07 Mar 13
     
    An online version of the TPACK game.
1More

Game-based Learning - MinecraftEdu wiki - 0 views

minecraftedu.com/...index.php games gbl
shared by djplaner on 20 Feb 13 - No Cached
  • djplaner on 20 Feb 13
     
    Collection of resources on game-based learning, focused on explaining/supporting why it works
2More

Ordering and Sequencing Numbers Games - 0 views

www.topmarks.co.uk/...rdering-and-sequencing-numbers EDC3100 resources education ICT maths onlinegames
shared by jac19701212 on 23 May 16 - Cached
  • jac19701212 on 23 May 16
     
    A variety of games (that use flash, no NG for iPads...) on place value, sequencing, and number patterns
  • jac19701212 on 23 May 16
     
    A variety of games (that use flash, no NG for iPads...) on place value, sequencing, and number patterns
1More

Three Video Games That Teach Programming Through Play | MindShift - 1 views

blogs.kqed.org/...-programming-through-game-play EDC3100 education programming teach coding curriculum
shared by staceymkruse on 03 Sep 14 - No Cached
  • staceymkruse on 03 Sep 14
     
    An interesting article that discusses briefly teaching students code, with some examples of games that authentically teach code. Have just seen elsewhere that coding is being increasingly included in curriculums overseas (even as early as foundation year) and is most certainly an issue that will be raised with the Australian curriculum.
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Sight Word Games - Hands On Printable Sight Words, Activities, Flashcards and Teacher R... - 0 views

www.k-3teacherresources.com/sight-word-games.html resources
shared by Karen Thompson on 10 Oct 12 - No Cached
  • Karen Thompson on 10 Oct 12
     
    PRINTABLE SIGHT WORD GAMES, FLASHCARDS AND ACTIVITIES ...
18More

The Australian Curriculum v4.2 Information and Communication Technology (ICT) capabilit... - 3 views

www.australiancurriculum.edu.au/...Continuum
shared by jadephilp on 12 Mar 13 - No Cached
    • Kirstie Willadsen
      Kirstie Willadsen on 12 Mar 13
       
      This bubbl.us concept map in an example of what the teacher can use to create resources for students as well as a way students can demonstrate creatively their ideas and understanding of ICT.  This links directly to what foundation year students should be able to achieve by the end of the year found under the creating with ICT heading.  
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • ...15 more annotations...
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples Examples: using tables, photos and sketches in planning documents English (ACELY1682) Science (ACSIS054) History (ACHHK078) Generate solutions to challenges and learning area tasks create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes Show examples Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • Generate ideas, plans and processes
  • Define and plan information searches
  • Examples: explaining why a source of digital information was used or trusted in preference to another Mathematics (ACMNA057) English (ACELA1793) History (ACHHS068) Level 4 Typically by the end of Year 6, students: Define and plan information searches use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information Show examples Examples: using tables, charts and graphic organisers such as concept maps Mathematics (ACMSP119) English (ACELY1704) History (ACHHS120) Science (ACSIS086) Locate, generate and access data and information locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Show examples Examples: searching and locating files within school directory; searching across web or within site; organising in folders, tables or databases, using simulations to generate and organise information on real world problems Mathematics (ACMSP145) English (ACELY1712) Science (ACSIS104) History (ACHHS101) Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria Show examples Examples: selecting the most useful/reliable/relevant digital resource from a set of three or four alternatives Mathematics (ACMNA128) English (ACELY1704) Science (ACSIS087) Level 5 Typically by the end of Year 8, students: Define and plan information searches use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation Show examples Examples: using graphic organisers to plan a search with links to sources Mathematics (ACMNA174) English (ACELY1723) Science (ACSIS125) History (ACHHS208) Locate, generate and access data and information locate, retrieve or generate information using search facilities and organise information in meaningful ways Show examples Examples: searching within document – find/search/buttons/tabs; using search strings; accessing primary data through online or local equipment; using simulation tools to test hypotheses to problems Mathematics (ACMSP284) English (ACELY1723) Science (ACSIS129) History (ACHHS208) Select and evaluate data and information assess the suitability of data or information using appropriate own criteria Show examples Examples: applying criteria developed for an enquiry or project; considering the adequacy of source of information English (ACELY1734) Science (ACSIS125) History (ACDSEH030) Level 6 Typically by the end of Year 10, students: Define and plan information searches select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Show examples Examples: using wikis or other shared documents; searching databases Science (ACSIS165) History (ACHHS168) Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Show examples Examples: using logical statements such as true/false; searching within fields or for data type; using data logger equipment, digital microscope; using digital models to test and adjust hypotheses to problems Mathematics (ACMSP227) Science (ACSIS199) History (ACHHS186) Select and evaluate data and information <DIV class=elmark
  • use ICT to plan an information search or generation of information, recognising some pattern within the information,
  • locate, retrieve or generate information from a range of digital sources
  • Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • use appropriate ICT tools safely to share and exchange information with appropriate known audiences
  • understand that computer mediated communications are directed to an audience for a purpose
1More

ScienceDirect.com - Computers &amp; Education - Epistemic frames for epistemic games - 0 views

www.sciencedirect.com.ezproxy.usq.edu.au/...S0360131505001582 interactive games epistemic Shaffer computers education transfer knowledge EDC3100
shared by Kate Petty on 13 Mar 13 - No Cached
  • Kate Petty on 13 Mar 13
     
    How interactive games and learning conversations may transfer knowledge from one context to another.
1More

Sploder - Make your own Games, Play Free Games - 2 views

www.sploder.com goodishexample assessment component
shared by cosmicfire75 on 17 Mar 16 - Cached
  • cosmicfire75 on 17 Mar 16
     
    Great for a design unit - students can create an educational game in small groups and be assessed on the final product
1More

Bootstrap - Algebra and Geometry in video games - 0 views

www.bootstrapworld.org games mathematics algebra
shared by djplaner on 03 Jun 12 - Cached
  • djplaner on 03 Jun 12
     
    Program teaching students to program games using algebraic and geometric concepts.
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