Educational Technology

Sunday, December 9, 2012

CEP 820 Final Reflection

Building an online course module is a much larger task than I had originally anticipated. There is much thought that must go into the creation of the module before one can even start to develop it. I think the most important thing one can do as an educator trying to develop a course module for the first time (or heck even the third or fourth!) is to have a clear pedagogical plan in place before you even begin anything digital. It was important for me to know exactly what I wanted to teach and how I wanted to teach it so that when it was time for the information to be transferred into an online environment it would happen in a more seamless manner.

I was a bit overwhelmed when I first started because I wasn’t sure how I should start. The key is organization. I organized my lessons the same way I would if they were going to be taught in a traditional way. Then, I had to sift through multiple CMS’s until I found one that fit the needs of my educational situation. I have middle school students. I wanted something with a clean interface, lots of structure, email and blog features built-in, easy sign up, and the ability to embed or link to many Web 2.0 tools. I chose Haiku because it had all the technologies that fit the needs of my pedagogy.

I learned that there is a lot more involved than simply choosing a CMS and putting your lessons online. If this is the way one is going to teach it is important to have structured policies and procedures in place online just as one would in a typical classroom. I had to be sure to discuss grading policies, communications procedures, readings and technologies, give clear and concise standards and learning outcomes, assess students in multiple ways, and encourage a collaborative environment through discussion forums and private journals. Obviously, there is much to think about! I had to rely heavily on the T-PACK framework so I could develop a system that would marry all of these things together in the correct way because not only is it important to have the module organized is a clear and coherent way, but it is extremely important to organize, what I call, the student learning path within an online course.

I developed each student learning path in my module to be clear and consistent. After all, they are the most important people interacting with the module. I wanted to be sure that they wouldn’t get confused, and would not have difficulty navigating around. First, there is short lesson introduction, followed by a lecture, assignment, discussion forum, and finally and private reflection. Each lesson is designed in the same format, but with a variety of requirements. I think the consistency of the lesson format is beneficial for the age level that I currently work with.

Luckily for me, I never really had a pitfalls, so to speak, while developing my online module. I think trying to be very organized in the beginning was very beneficial to me. I did, however, have a few difficulties in the beginning of the development with Haiku. Not knowing how all of the features of the CMS functioned after I had already started using it made initial development somewhat difficult. Specifically, I kept copying over my discussion forum pages in different lessons because I didn’t realize that if you made a copy of a page to use in another section of the module, every change that was made on the original page occurred across all of the pages. This proved to be minor, but an annoyance nonetheless. Either way, I would like to keep developing my module to cover other standards related to educational technology as well as tweak what I have already started.

Wednesday, July 25, 2012

CEP 822- Literature Review

Introduction:

Topic: Student achievement in the secondary grades is extremely important; digital game based learning is a sure way to keep secondary students engaged in the learning process, subsequently, increasing student achievement. We are currently in a technology revolution in all aspects of society. Technology has affected the way people communicate; operate businesses, how students learn, and how teachers teach. With this rapid onset of technology in our world, students are affected in ways that others may not be. In many schools, students are forced to “power down” when they enter. The way teachers teach has not caught up with the way the students of this generation learn. One way to engage secondary students in the learning process and increase achievement in the long run is to implement digital gamed based learning into the curriculum. There are many interactive programs available for a wide array of subject areas. This literature review will help showcase the benefits of Digital Game Based Learning in the secondary classroom.

Overview: The overall trend in the educational community is technology integration, though Digital Game Based Learning has had some resistance over the years. There are many options available as far as technology in the classroom. One way students can learn and enjoy it at the same time is through Digital Game Based Learning. Van Eck (2006) stated that “A majority of people believe that games are engaging, that they can be effective, and that they have a place in learning. We need research to support why DGBL is engaging and effective and practical guidance for how games can be integrated into the learning process.”

Rationale: There have been numerous published works by the staunch proponents of DGBL, with many people openly supporting educational games at the elementary level; but what about educational games at the secondary level? Researching the benefits of DBGL at the secondary level will hopefully bring a wider acceptance among professionals in the educational community. The articles that were reviewed support the integration of DGBL learning not only in secondary classrooms, but in classrooms at every grade level. The articles provide important information, research, and studies, from educational researchers who have been pioneers not only in DGBL, but educational technology overall.

Body:

Kinds of Works Reviewed: The articles listed in the literature review were written by educational researchers who are educational technology professors, CEOs, and the like, some participating in group research studies, that have had their work published in scholarly journals and publications. The literature presented will set the stage for the grand possibilities that DGBL can bring to the classroom. Readers will gain a clear understanding of all aspects that are involved in successful DGBL implementation at the secondary level. They will also be introduced to the specific advantages of DGBL that can address the negative perspectives of its opponents.

Description of Selected Important Works: There are a large number of scholarly articles and studies that support DGBL implementation within secondary classrooms. In the article “Digital game-based learning once removed: Teaching teachers,” Katrin Becker, a retired computer science professor, created a course for educational professionals that focused on digital game based learning. Becker states that “Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning.” The article is a change of pace compared to the other articles in that it focuses on the other aspect of the success of digital gaming in the classroom, the teacher. Becker gives an in depth view of the course that she taught and how those key elements play a role in educational games in the classroom.

Bourgonjon et al (2011) shift focus in this article off of the teachers and students and look at how parents perceive video games in the classroom. The authors completed a survey based on the participation of 858 parents who were surveyed on student use of video games in general, and video games used in the classroom. Bourgonjon et al (2011) discuss the negative effects of video games as well, an important perspective. The authors state that “Teachers, students and policy makers appear to be influenced by what parents think about games in the classroom. Therefore, it is important to study these parental beliefs about games.”

Gee (2008) poses the question “Why is a long, complex, and difficult game motivating?” As Gee delves deeper into the answer to this question, he supplies us with a list of principles to look for within the design of a game. “The stronger the game on the features of the list, the better its score for learning,” he says. The list is divided into three sections: Empowered Learning, Problem Solvers, and Understanding. I like the fact that this idea takes on the perspective of the game designer and the design of the game relative to learning.

In Oblinger (2008) Diane Oblinger, the President and CEO of Educause, explains her thoughts on games and learning and their ability to bring play back to the learning experience. She discusses four main ideas concerning digital games in education: a background of games in education, effective learning environments, teaching with games, and reintroducing games into education. Oblinger focuses on digital games past the early grades. In doing so she states, “Ignoring the educational power of games dismisses a potentially valuable learning tool. Digital games, in particular, carry enormous potential to draw students into a topic and help them learn information, skills, attitudes, and ways of thinking.”

Papastergiou (2009) discusses a study that revolves around a study of 88 Greek Computer Science students and how learning effectiveness and motivational appeal of a video game have an effect on learning. One very interesting aspect of this article and study is that it also focuses on gender bias within video games to see if it would have any effect on the effectiveness of these games in an educational setting considering that both boys and girls play these games. In the initial study, the students were split into two groups, one group having a game application involved and the other not.

Van Eck (2006) argues his theories behind the importance of Digital Game Based Learning (DGBL) in education and categorizes is thoughts into five main topics: “why DGBL is effective and engaging, how an institution can leverage those principles to implement DGBL, how faculty can integrate commercial off-the-shelf (COTS) DGBL in the classroom, what DGBL means for institutional IT support, and the lessons we can learn from past attempts at technological innovations in learning.” Van Eck does a wonderful job covering all technical aspects of a successful implementation of DGBL in a 21^st century learning environment.

Yang (2012) focuses on the study of DGBL and how it affects student’s problem solving skills, learning motivation, and academic achievement. In order to provide evidence in these areas a study was conducted in which 44, ninth grade Civics students were randomly assigned to two groups, one group utilizing DGBL and the other being taught using traditional methods. The study lasted total of 23 weeks. The results showed a few promising things: “digital games are effective in improving problem-solving skills, problem-solving skills require time to develop effectively, DGBL outperformed traditional instruction in terms of learning motivation, and digital games can create a positive learning environment.”

Conclusion: The articles presented in the literature review fully support the positive effects that DGBL implementation can have in secondary classrooms. DGBL is a valuable learning tool in education today. With students learning in newer ways than ever before, it is imperative that teachers are able to utilize technologies that will develop this new learning style. DGBL is a powerful way to engage students in the learning process while simultaneously helping them to develop new information and skills. DGBL is another promising and effective teaching and learning tool in the ever growing and complex toolbox of a teacher.

References

Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British Journal Of Educational Technology, 38(3), 478-488. Retrieved from http://web.ebscohost.com.proxy2.cl.msu.edu/ehost/pdfviewer/pdfviewer?sid=31343b29-1268-4f94-ac67-f8828ac73ee1%40sessionmgr15&vid=12&hid=19

Bourgonjon, J., Valcke, M., Soetaert, R., Wever, B., & Schellens, T. (2011). Parental acceptance of digital game-based learning. Computers & Education, 57(1), 1434-1444. Retrieved from http://www.sciencedirect.com.proxy2.cl.msu.edu/science/article/pii/S036013151100008X

Gee, J.P. (2004). Learning by design: games as learning machines. Interactive Education Multimedia, number 8, 15-23, Retrieved from http://www.ub.edu/multimedia/iem/down/ c8/Games_as_learning_machines.pdf

Oblinger, D.G. (2006). Games and Learning, EDUCAUSE Review Online, Retrieved from http://www.educause.edu/ero/article/games-and-learning

Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. Retrieved from http://www.sciencedirect.com.proxy2.cl.msu.edu/science/article/pii/S0360131508000845

Van Eck, R. (2006). Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are Restless, EDUCAUSE Review Online, 41(2). Retrieved from http://edergbl.pbworks.com/w/file/fetch/47991237/digital%20game%20based%20learning%202006.pdf

Yang, Y. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377. Retrieved from http://www.sciencedirect.com.proxy2.cl.msu.edu/science/article/pii/S0360131512000139

Wednesday, July 18, 2012

CEP 822: Annotated Bibliography

Annotated Bibliography

Katrin Becker, a retired computer science professor, created a course for educational professionals that focused on digital game based learning. Becker states that “Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning.” The article is a change of pace compared to the other articles in that it focuses on the other aspect of the success of digital gaming in the classroom, the teacher. Becker gives an in depth view of the course that she taught and how those key elements play a role in educational games in the classroom.

Bourgonjon et al shift focus in this article off of the teachers and students and look at how parents perceive video games in the classroom. The authors completed a survey based on the participation of 858 parents who were surveyed on student use of video games in general, and video games used in the classroom. Bourgonjon et al discuss the negative effects of video games as well, an important perspective. The authors state that “Teachers, students and policy makers appear to be influenced by what parents think about games in the classroom. Therefore, it is important to study these parental beliefs about games.”

Gee poses the question “Why is a long, complex, and difficult game motivating?” As Gee delves deeper into the answer to this question, he supplies us with a list of principles to look for within the design of a game. “The stronger the game on the features of the list, the better its score for learning,” he says. The list is divided into three sections: Empowered Learning, Problem Solvers, and Understanding. I like the fact that this idea takes on the perspective of the game designer and the design of the game relative to learning.

Oblinger, D.G. (2006). Games and Learning, EDUCAUSE Review Online, Retrieved from http://www.educause.edu/ero/article/games-and-learning

Oblinger, the President and CEO of Educause, discusses her thoughts on games and learning and their ability to bring play back to the learning experience. She discusses four main ideas concerning digital games in education: a background of games in education, effective learning environments, teaching with games, and reintroducing games into education. Oblinger focuses on digital games past the early grades. In doing so she states, “Ignoring the educational power of games dismisses a potentially valuable learning tool. Digital games, in particular, carry enormous potential to draw students into a topic and help them learn information, skills, attitudes, and ways of thinking.”

The basis of this article revolves around a study of 88 Greek Computer Science students and how learning effectiveness and motivational appeal of a video game have an effect on learning. One very interesting aspect of this article and study is that it also focuses on gender bias within video games to see if it would have any effect on the effectiveness of these games in an educational setting considering that both boys and girls play these games. In the initial study, the students were split into two groups, one group having a game application involved and the other not.

Van Eck discusses his theories behind the importance of Digital Game Based Learning (DGBL) in education and categorizes is thoughts into five main topics: “why DGBL is effective and engaging, how an institution can leverage those principles to implement DGBL, how faculty can integrate commercial off-the-shelf (COTS) DGBL in the classroom, what DGBL means for institutional IT support, and the lessons we can learn from past attempts at technological innovations in learning.” Van Eck does a wonderful job covering all technical aspects of a successful implementation of DGBL in a 21^st century learning environment.

Yang focuses on the study of DGBL and how it affects student’s problem solving skills, learning motivation, and academic achievement. In order to provide evidence in these areas a study was conducted in which 44, ninth grade Civics students were randomly assigned to two groups, one group utilizing DGBL and the other being taught using traditional methods. The study lasted total of 23 weeks. The results showed a few promising things: “digital games are effective in improving problem-solving skills, problem-solving skills require time to develop effectively, DGBL outperformed traditional instruction in terms of learning motivation, and digital games can create a positive learning environment.”

Monday, July 9, 2012

CEP 822 Research Project: Intro/Background

Are Educational Games Effective Learning Tools for Secondary Students?

The issue that I have chosen to address concerns educational games and their effectiveness as learning tools for secondary students. It is very apparent that educational games are used in the elementary classroom setting, and with seemingly much success and encouragement, however, are these types of games still effective learning tools for older students? I chose this issue because it seems to me that educational gaming is looked upon (at least from my experience with administration) as not being educational at all in the secondary setting; there is no real value in educational games. I really became of aware of this problem through my own experiences in the classroom. I do use educational games as a learning tool for middle school students, and I am a believer in their ability to engage students in the educational process. After all, I enjoy learning and learn better when I am fully engaged; educational games are one avenue that can allow this to happen. However, I have heard administrators and other teachers discuss the arguments of educational gaming and how they are really a waste of time.

This question is not only important to me, but it is important to other teachers that may be able to implement educational gaming into their own classes, principals, superintendents, parents, and students. I think this affects anyone in relation to the school environment. Teachers and administrators want to increase student achievement, parents want their students to get good grades and be successful, and students want to enjoy learning. I think everyone has a vested interest in educational gaming.

One article that I read called “Digital Game Based Learning: It’s Not Just the Digital Natives Who Are Restless,” stated that “a majority of people believe that games are engaging, that they can be effective, and that they have a place in learning.” I believe this to be true; the only issue is now that we have the attention of everyone in relation to educational gaming, the articles states “we need research to support why DGBL is engaging and effective, and practical guidance for how games can be integrated into the learning process.” I think this last statement is important because many opponents of educational gaming argue that games just turn into “play” when they are not effectively integrated; which is probably true as well.

Another article that I read called “Games and Learning” makes an important point when it states that “Many educators neither play nor develop games. How much skepticism about the educational value of games is tied to a lack of experience with them?” This is very true in many different arenas. How many times are people resistant to something because they are unfamiliar or uncomfortable with it? This is a common issue whenever integrating technology into the classroom is the topic of discussion; especially with teachers who have been teaching for many years. I liked that this article discussed ways to integrate games into the curriculum. It provided a clear understanding that not all games are educational and not all games are going to be effective either. It then went on to provide tips on how to reintroduce games into education.

Works Cited

R. Van Eck, “Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are Restless,” EDUCAUSE Review, Vol. 41, No. 2. <http://edergbl.pbworks.com/w/file/fetch/47991237/digital%20game%20based%20learning%202006.pdf>

Diana G. Oblinger, “Games and Learning,” Educause Review Online, <http://www.educause.edu/ero/article/games-and-learning>

Thursday, June 28, 2012

CEP 800 Action Research Reflection

The lesson that I completed for my action research was a little bit different than what I am normally used to. I am out of school for the summer so I do not have any students to complete the lesson with. Therefore, I ended up asking my two best friends if they would be willing to take part in the lesson with me. Luckily, they both agreed. I wanted to try to make the lesson as authentic as I possibly could considering the students that I was working with were non-traditional as they are both in their mid-twenties and have full time jobs; one is a medical assistant and the other is an enrollment officer for United Healthcare. I asked the both of them if they would be willing to meet me at my school so that I could teach the lesson inside my classroom. This was very helpful because they both needed computers to complete the lesson and it was a very familiar environment to me where all of my tools were available. Technology played a huge role in this lesson simply because the lesson was about a specific type of technology. Being a technology teacher, all of my lessons incorporate technology. The primary objective set for all of my student is to make sure they are technologically literate in hopes that no matter where they are or what class they may be in, they have to skills necessary to be successful in a 21^st century environment.

We met up on Saturday afternoon to complete the lesson. I thought the lesson went exceptionally well. I mean, I was only working with two individuals so if they needed assistance it was quite easy to provide individualized instruction. I was also able to utilize my Starboard. This made visually explaining things a breeze. However, I had to teach the lesson a little bit differently than I normally do because I did not have a student who could act as a volunteer and complete the steps on the Starboard as I read them aloud. To remedy this, I completed the steps on the Starboard as I also read them aloud to the students. After we completed the first few initial steps of setting up the spreadsheet together (both used Microsoft Excel, though, they could’ve chosen Google Docs if they wanted), I was able to let the two work independently to research the Internet for the items they wanted to “purchase” for their dream rooms.

Overall, the lesson took roughly an hour to complete from start to finish. The two, though familiar with the name Microsoft Excel, both explained to me that they learned things about the program that they did not know (formulas and terminology), and were able to brush up on some of the features (autoformat and fill handle). I think that it went quite well. I am looking forward to using this lesson in the upcoming school year with a class full of students. My two volunteers explained that they thought it would be a fun lesson for middle school students to complete, and that it taught not just how to use Excel, but maintaining a budget too.

Saturday, June 16, 2012

CEP 800 Lesson Plan

Using spreadsheet software to create a budget for a dream bedroom

Author - Jeff Patton

1. A problem or a need –

I teach computers technology in a computer lab. One of the things I work on with students is mastery of spreadsheet software. We use Google Spreadsheets and Microsoft Excel. One of the best things to use a spreadsheet for is creating a personal budget.

The goal that will be addressed in this lesson is using spreadsheet software to create a budget for a $3000 dream bedroom. Not only must they budget for their room without going over, they must use formulas and functions in the spreadsheet to track spending and research the Internet for the items that will go in their dream rooms.

2. A real-world performance –
The lesson will introduce the concept of budgeting in a fun way while reinforcing the

spreadsheet skills developed in earlier lessons.

3. An instructional objective –

a. To be able to use the skills for creating spreadsheets learned in earlier lessons.

b. To effectively create a budget using a spreadsheet program.

c. To use formulas and functions within the spreadsheet to effectively track spending.

d. To effectively research the Internet to locate the products to virtually purchase.

Benchmarks:

6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts,

graphics, sounds) to enhance

communication with an audience and to support creativity

apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics,

sounds) to enhance

communication with an audience and to support creativity

6-8.RI.1. use a variety of digital resources to locate information

use a variety of digital resources to locate information

6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate

decisions to assist with

solving a problem

use databases or spreadsheets to make predictions, develop strategies, and evaluate

decisions to assist with

solving a problem

6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3)

4. A set of essential content

Students must have a general understanding of the functions of spreadsheet software. This

general understanding will be attained through teacher and student guided practice on the

classroom starboard. Students must also have adequate Internet research skills learned

through earlier lessons.

5. An evaluation consisting of a test or observation

When students complete the spreadsheet budget they will be evaluated by their final product.

The spreadsheet budget may either be shared to my email or printed.

6. A method to help participants learn –

This lesson would first include an introduction to the basic concepts of spreadsheet software

through a lecture utilizing PowerPoint and a video clip. After the intro lecture and discussion,

the basic concepts would be taught on the starboard with myself and an assisting student.

I would read the steps to completing the tasks aloud while my assisting student completed

the tasks on the starboard as I read them. The students would also be following along at

their own computers. After the teacher and student guided practice, students would work

independently on their projects.

● Motivation:

○ Meaningfullness –

The lesson utilizes the importance of budgets which is something these

students will especially need to understand as some of them may soon be

starting their first jobs.

○ Pleasant consequences –

By learning how to successfully use spreadsheet software students are

gaining skills that make them more competitive in the job market. They also

learning important money management skills that will help them to manage

themselves in the real world.

○ Novelty –

The students are able to create their budgets in a fun way by building

their “dream bedroom.” They have $3000 virtual dollars to decorate their

bedrooms any way possible.

● Socialization -

○ Students are able to learn money management skills that their friends might now

know about. From waterslides to refrigerators, many of the students end of up in

competition to create the most amazing and unique bedrooms.

● Audience –

○ Age

8th Grade

○ Skill level (including technology skills)

Students will have varied technology skills. Students will be a cohesive mix

of general and special ed students.

○ Prerequisite knowledge (including technology background)

All students will have a general understanding of the functions o

Sunday, June 10, 2012

CEP 800 Digital Storytelling: Edmodo

My digital storytelling video can be found on Youtube