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.
Showing posts with label Educational Technology. Show all posts
Showing posts with label Educational Technology. Show all posts
Sunday, October 28, 2007
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
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.
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