I reviewed the website: http://www.classroomsim.com/
First of all, I found the program could not be run on my computer successfully, but I managed to get the gist of the website from the entry page. Here is my review.
Teacher Prep: What kind of teacher prep is available to train teachers how to use the item effectively? How important do you see teacher training to be in regard to implementing a sim/game/MUVE?
This simulation game would be useful in teacher preparation classes in a limited sense. It would be useful to have teacher preparatin students work with this simulation game before they begin student teaching. It does have some real world situations on what could happen in a classroom, however nothing substitutes for actually being in a classroom experiencing these things first hand.
Class Size: How would a large class size (25-30 students) affect the implementation of this game/sim/MUVE into the curriculum? Are there guidance systems that can be used to mitigate for large class size?
I would be very careful of the class size used when playing any simulation game. If the purpose of the game is to learn the different concepts presented in the game, then the smaller the class the better. The instructor needs to be able to provide assistance and guidance for the students and in a larger class size, this would proved to be problematic. If the small class size is not an option, then using the game with an LCD projector would provide for discussion as each of the events came up.
Learner Engagement: Does the game/sim/MUVE work for a broad range of abilities, learners? Does it have pedagogical "depth" or is it for a niche purpose?
I had a difficult time getting the game to work on my computer, so I will say that, theorectically speaking, the use of simulation games would provide for a broad range of learners if the text is read for the learner. Then you can say that it works for a broad range of abilities and learners.
Infrastructure: Is the game expandable to numerous users across network/platfrom structures?
I think it is.
Sunday, October 28, 2007
Friday, October 19, 2007
EDTEC 655 Mini Review #2
I am reviewing the website Youdagames http://www.youdagames.com/simulation-games/. The site features a wide variety of simulation games. The question I want to answer on the subject of simulation games and this website in particular is:
"How can online simulation games be used at the Elementary grade level? Which games would be appropriate to use and which ones are for entertainment purposes?
When I looked at two games in particular, "Kindergarten" and "Konnectors" I wonder how relevant many of the simulation games are for the elementary level. "Kindergarten" is a simulation game that challenges the game player to run their own daycare. They must manage the children in the daycare and as they become more successful, more children are added. This game can be used to help secondary students become more cognizant of running and managing a business. You might be able to stretch and use this game in the intermediate grades in elementary school, but this may be over their heads. The education value is evident in the business management field, economics, fincance, etc. The game has real world processes (running the daycare), requires interaction on the part of the user and different choices result in different outcomes.
"Konnectors" is a game that I would use with elementary school students. This game involves getting a van across the screen to the other side in as few steps as possible. The user must plan out their route to avoid buildings and other obstacles. This requires planning on the part of the user and I see the use of this game as a whole group lesson (making decisions cooperatively) or working with a small group where everyone has to come to a decision aobut the best way to get across town.
The user is encouraged to explore other games at this website. ONe thing I would say about simulation games and elementary schools is there are not many games "real world" that would be pertinent to this level. Many of the games are aimed at middle or high school students.
"How can online simulation games be used at the Elementary grade level? Which games would be appropriate to use and which ones are for entertainment purposes?
When I looked at two games in particular, "Kindergarten" and "Konnectors" I wonder how relevant many of the simulation games are for the elementary level. "Kindergarten" is a simulation game that challenges the game player to run their own daycare. They must manage the children in the daycare and as they become more successful, more children are added. This game can be used to help secondary students become more cognizant of running and managing a business. You might be able to stretch and use this game in the intermediate grades in elementary school, but this may be over their heads. The education value is evident in the business management field, economics, fincance, etc. The game has real world processes (running the daycare), requires interaction on the part of the user and different choices result in different outcomes.
"Konnectors" is a game that I would use with elementary school students. This game involves getting a van across the screen to the other side in as few steps as possible. The user must plan out their route to avoid buildings and other obstacles. This requires planning on the part of the user and I see the use of this game as a whole group lesson (making decisions cooperatively) or working with a small group where everyone has to come to a decision aobut the best way to get across town.
The user is encouraged to explore other games at this website. ONe thing I would say about simulation games and elementary schools is there are not many games "real world" that would be pertinent to this level. Many of the games are aimed at middle or high school students.
Sunday, October 14, 2007
Annotated Bibliography - EDTEC 770
Cavalier, Jamie C. and Klein, James D.Jamie C. "Effects of cooperative versus individual learning and orienting activities during computer-based instruction." Educational Technology Research and Development. Volume 46, Number 1 / March, 1998.
The purpose of this study was to investigate the effect of implementing cooperative versus individual learning and orienting activities during computer-based instruction (CBI). Cooperative dyads and individuals worked through a CBI earth science program that contained either instructional objectives, advance organizers, or no orienting activities. Results indicated that students who received instructional objectives performed significantly better on intentional posttest items than students who received either advance organizers or no orienting activities. Results also revealed that dyads that received objectives exhibited significantly more on-task group behaviors, more helping behaviors, and fewer off-task behaviors than dyads in the other orienting activity conditions. Implications for CBI developers are explored.
The purpose of this study was to investigate the effect of implementing cooperative versus individual learning and orienting activities during computer-based instruction (CBI). Cooperative dyads and individuals worked through a CBI earth science program that contained either instructional objectives, advance organizers, or no orienting activities. Results indicated that students who received instructional objectives performed significantly better on intentional posttest items than students who received either advance organizers or no orienting activities. Results also revealed that dyads that received objectives exhibited significantly more on-task group behaviors, more helping behaviors, and fewer off-task behaviors than dyads in the other orienting activity conditions. Implications for CBI developers are explored.
Saturday, October 13, 2007
Eisner' Dewey Society Address
http://www.infed.org/biblio/eisner_arts_and_the_practice_of_education.htm
This article certainly provided some interesting insights!
Eisner made an excellent point on what educational leaders are looking for today. "We look for "best methods" as if they were independent of context; we do more testing than any nation on earth; we seek curriculum uniformity so parents can compare their schools with other schools, as if test scores were good proxies for the quality of education...Acheivement has triumped over inquiry." I would have to agree with him on this point. As we enter into ISTEP testing week, the schools are feeling the pressure to dow well enough on thetest to pass AYP. This one test is the benchmark on whether a school is considered an excellent school or a failing school.
As I read the six points Eisner made in his article I couldn't help thinking about what we are working with our students on and my conversation with my literacy facilitator as we examined some theird grade stories. Her response to the students about correct spelling and punctuation was, yes they were important, but getting your ideas on paper was more important. This comment obviously hit home because the writing from my third grade was phenomenal!. Eisner said "How can we help our students view their work as temporary experimental accomplishments, tentative resting places subject to further change?" Education is about taking tentative steps and experimenting with nrew concepts. This can be true of technology.
One use of technology that my tech coordinator and I have just worked out is the use of the document image camera. We were baffled by how we would make this work with the current set ups in the rooms, but we figured it out. When I stopped back in the room, the teacher andstudents were so excited because it opened up a new way for them to work as a group. Everyone could follow along with the work begin done as a group because it was projected on the big screen. It was exciting to watch them take this step together.
Overall, a very interesting article.
This article certainly provided some interesting insights!
Eisner made an excellent point on what educational leaders are looking for today. "We look for "best methods" as if they were independent of context; we do more testing than any nation on earth; we seek curriculum uniformity so parents can compare their schools with other schools, as if test scores were good proxies for the quality of education...Acheivement has triumped over inquiry." I would have to agree with him on this point. As we enter into ISTEP testing week, the schools are feeling the pressure to dow well enough on thetest to pass AYP. This one test is the benchmark on whether a school is considered an excellent school or a failing school.
As I read the six points Eisner made in his article I couldn't help thinking about what we are working with our students on and my conversation with my literacy facilitator as we examined some theird grade stories. Her response to the students about correct spelling and punctuation was, yes they were important, but getting your ideas on paper was more important. This comment obviously hit home because the writing from my third grade was phenomenal!. Eisner said "How can we help our students view their work as temporary experimental accomplishments, tentative resting places subject to further change?" Education is about taking tentative steps and experimenting with nrew concepts. This can be true of technology.
One use of technology that my tech coordinator and I have just worked out is the use of the document image camera. We were baffled by how we would make this work with the current set ups in the rooms, but we figured it out. When I stopped back in the room, the teacher andstudents were so excited because it opened up a new way for them to work as a group. Everyone could follow along with the work begin done as a group because it was projected on the big screen. It was exciting to watch them take this step together.
Overall, a very interesting article.
Annotated Bibliography (EDTEC 770)
Birch, Dawn and Volkov, Michael. "Assessment of online reflections: Engaging English second language (ESL) students." Australian Journal of Educational Technology. 2007, 23(3), 291-306.
Online discussion boards are now ommonly used in many university courses and, in particular, to provcide a communication forum for distance learning students. The study presented in this paper looks at the impact of online discussions on perceived cognitive and social learning outcomes of English as a First Langage (EFL) and English as a Second Language (ESL) students. Students were required to participate in 4 mandatory online discussions as part of their final grade. A rubric was provided for assessment which explained that their contributions would be evaluated as being excellent, good, sound, limited or minimal. An electronic survey was administered at the end of the course to determine how beneficial online discussion board are in terms of acheiveing key learning outcomes, such as understanding course content, developing learning networks and seeking advice on assessment items. ESL students consider online discussions to be beneficial for achieving a range of cognitive and social learning outcomes, as well as providing a convenient forum for communication. It also provided them with an opportunity to meet and develop a closer relationship with other stuents in the course and encouraged them to keep up with their studies.
Higgins, Eleanor and Raskind, Marshall. The Compensatory Effectiveness of the Quicktionary Reading Pen II on the Reading Comprehension of Students with Learning Disabilities. Journal of Special Education Technology, 20(1), Winter 2005. pp. 31 - 39.
Over the last decade, the use of optical character recognition (OCR) systems combined with speech synthesis has become increasingly accepted as a means to compensate for reading disabilities. The study presented in this study looks at the use of the Quicktionary Reading Pen II and whether its use increasing reading comprehension scores for students with learning disabilities. The pen is a handneld scanning device with optical character recognition and speech synthesis capabilities. It is held much like a pen and is guided across printed text. Thirty-four students ranging in age from 10-18 participated in the study. Students were given an opportunity for training in using the pen, a practice period and a time for the researcher to conduct classroom observations. The results of the study showed an average increase of 7 points on comprehension questions, more than one grade level higher when using the pen. Most students responded well to the technology, two of the students purchasing the pen to use at home.
Schactez, John. "The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say." Milken Exhange on Education Technology. 1999. 13 pp.
This document explores five large scale studies of education technology. These studies were selected for their scope, comprehensive ssamples, and generalizability to local, state, and national audiences. The first study (James Kulik's (1994)) employed a statistical technique called meta'analysis to aggregate the results of over 500 individual studies to draw a single conclusion. The second study (Jay Sivin-Kachala (1998)) reviewed hundreds of individual studies whreby the authors shed light on consistent patterns that emerged across studies. The third study (Baker, Gecrhart, and Herman's (1994)) reviewed a partnership between Apple and five schools across the nation. The fouth study (Dale Mann's (1999)) reported the results of West Virginia's 10 year statewide education technology intitiative. The fifth study (Harold Wenglinsky (1998) assessed a national sample of fouth and eighth grade students using newer simulation and higher order thinking technologies. The sixth (Marlene Scardamalia and Carl Bereiter (1996)) and seventh (Idit Harel (1988)) studies reviewed two smaller scale studies that show the promise of new emerging technologies on student learning. Findings suggest that lerning technology is less effective or ineffective when the learning objectives are unclear and the focus of the technology use is diffuse.
Online discussion boards are now ommonly used in many university courses and, in particular, to provcide a communication forum for distance learning students. The study presented in this paper looks at the impact of online discussions on perceived cognitive and social learning outcomes of English as a First Langage (EFL) and English as a Second Language (ESL) students. Students were required to participate in 4 mandatory online discussions as part of their final grade. A rubric was provided for assessment which explained that their contributions would be evaluated as being excellent, good, sound, limited or minimal. An electronic survey was administered at the end of the course to determine how beneficial online discussion board are in terms of acheiveing key learning outcomes, such as understanding course content, developing learning networks and seeking advice on assessment items. ESL students consider online discussions to be beneficial for achieving a range of cognitive and social learning outcomes, as well as providing a convenient forum for communication. It also provided them with an opportunity to meet and develop a closer relationship with other stuents in the course and encouraged them to keep up with their studies.
Higgins, Eleanor and Raskind, Marshall. The Compensatory Effectiveness of the Quicktionary Reading Pen II on the Reading Comprehension of Students with Learning Disabilities. Journal of Special Education Technology, 20(1), Winter 2005. pp. 31 - 39.
Over the last decade, the use of optical character recognition (OCR) systems combined with speech synthesis has become increasingly accepted as a means to compensate for reading disabilities. The study presented in this study looks at the use of the Quicktionary Reading Pen II and whether its use increasing reading comprehension scores for students with learning disabilities. The pen is a handneld scanning device with optical character recognition and speech synthesis capabilities. It is held much like a pen and is guided across printed text. Thirty-four students ranging in age from 10-18 participated in the study. Students were given an opportunity for training in using the pen, a practice period and a time for the researcher to conduct classroom observations. The results of the study showed an average increase of 7 points on comprehension questions, more than one grade level higher when using the pen. Most students responded well to the technology, two of the students purchasing the pen to use at home.
Schactez, John. "The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say." Milken Exhange on Education Technology. 1999. 13 pp.
This document explores five large scale studies of education technology. These studies were selected for their scope, comprehensive ssamples, and generalizability to local, state, and national audiences. The first study (James Kulik's (1994)) employed a statistical technique called meta'analysis to aggregate the results of over 500 individual studies to draw a single conclusion. The second study (Jay Sivin-Kachala (1998)) reviewed hundreds of individual studies whreby the authors shed light on consistent patterns that emerged across studies. The third study (Baker, Gecrhart, and Herman's (1994)) reviewed a partnership between Apple and five schools across the nation. The fouth study (Dale Mann's (1999)) reported the results of West Virginia's 10 year statewide education technology intitiative. The fifth study (Harold Wenglinsky (1998) assessed a national sample of fouth and eighth grade students using newer simulation and higher order thinking technologies. The sixth (Marlene Scardamalia and Carl Bereiter (1996)) and seventh (Idit Harel (1988)) studies reviewed two smaller scale studies that show the promise of new emerging technologies on student learning. Findings suggest that lerning technology is less effective or ineffective when the learning objectives are unclear and the focus of the technology use is diffuse.
Mini Tech Review #1 (EDTEC 655)
Destination Reading is a computer program that is used in my previous school. It is published by Riverdeep. Along with Destination Reading is Destination Math. The programs are specially designed for either primary grades or intermediate grades. This is a program my new school is thinking of purchasing.
This is a computer game that offers detailed instruction in reading and math. The program offers individualized instruction, collaborative learning as well as opportunites for whole class instruction. Immediate feedback is offered for students and the set up is very child friendly. I like this game becasuse it helps students to learn not only the basic reading and math skills but goes deeper into comprehension and math analysis skills. I would recommend this game for schools.
This is a computer game that offers detailed instruction in reading and math. The program offers individualized instruction, collaborative learning as well as opportunites for whole class instruction. Immediate feedback is offered for students and the set up is very child friendly. I like this game becasuse it helps students to learn not only the basic reading and math skills but goes deeper into comprehension and math analysis skills. I would recommend this game for schools.
Sunday, October 7, 2007
Student Achievement Spreadsheets
Nancy and I created a spreadsheet that looks at Student data. The purpose of the activity was to convert scores for students so that they could be labeled in four different categories: above grade level, at grade level, below grade level (bubble) or significantly below grade level.
We worked on the spreadsheet for quite some time, adding lookup tables, IF statements, charts and hyperlinks. The spreadsheet works like a computer document, which was the goal. I struggled with creating lookup tables, but I finally figured out how to make one. Navigating around the spreadsheet became fun for me as I added more and more features.
The spreadsheet is designed to help anyone looking at the sheet to look at the data in different categories. The auto filters are designed to help the reader to look at the data in different catefories. You can look at one data set or all of the data. The one disadvantage of working with data sets this large is the amount of work it takes to convert everything to numbers. The spreadsheet does not recognize text when writing a formula.
The purpose of doing this assignment is working with a spreadsheet in a different way. This was an exciting project for me. Now I just need to figure out how to upload a picture into my document.
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