Game Based Learning

Becker, K. (2007) 'Digital game-based learning once removed: Teaching teachers', British Journal of Educational Technology, 38 (3), pp.478-48,

 [Online] Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2007.00711.x/full (Accessed on: 5 March 2014)

Conclusion from the journal: 

'On the whole, the course was extremely well received, although, with a total of 18 class participants drawn from a local teacher population of over 10000, it is but a drop in a bucket. Many more course offerings such as this one are needed, and this will take time. It is also fairly evident that a single course offering such as this in a programme is not enough to prepare current preservice teachers for what will almost certainly face them before long. Professional Development offerings are desperately needed, as ways to provide basic games literacy as well as ways to help develop teachers who can add this new medium to their repertoire. School administrators also need far more information on the use of games than has been offered to them thus far. Many still refuse to allow games at their schools—and while some of their reasons for doing so are valid, others are not. They need to be able to make informed, rather than simply reactive, decisions.

Finally, it is absolutely essential that teachers be allowed and encouraged to play games. The objective is clearly not to turn all teachers into gamers, but rather to play with a critical eye—to be able to assess whether a specific game might be useful for them in the classroom, and, if so, under which conditions. Just as we would not expect a teacher to teach a unit about a novel such as Don Quixote (Cervantes Saavedra) without ever having read it, we should not expect a teacher to use a game such as Rollercoaster Tycoon in class without ever having played it. Generally speaking, expecting teachers to use games without having played games is similar to expecting teachers to use novels and other books without them ever having read one.

One topic that turned out to be of sufficient complexity to warrant its own set of courses is learning to build games, and it may not even be appropriate for most preservice teacher preparation programmes. Even if one takes advantage of the growing number of game engines and game-building applications, building a game is quite a different proposition from designing a game, and different again from using existing games. Perhaps in the future, educational technologists will be able to specialise in digital games design and development just as they do now in distance learning.

Ultimately, the success of digital games as a medium for learning depends to a large extent on the abilities of new and practicing teachers to take full advantage of this medium. Advances in mass storage, wireless technology, hand-held devices, open source software and other technologies will likely change the way the current generation of elementary pupils live, work and play before they graduate from high school. The use of games for learning is but one aspect of this.'

QR Codes

'Treasure Hunt' around campus searching for QR (Quick Response) Codes.

Other uses for QR Codes

• History: this can be used around the school grounds or out in the local area. QR codes can be situated and loaded so that when they are scanned they give the children information about the history of the place. This does not have to be text; it may be good to include a photo or video from the past. 
• Geography: QR codes have strong links to geotagging and geocaching.
• Numeracy: Tod (2014) suggested that in numeracy children do not often get up out of their seats. Therefore, with the use of QR codes, you can get your children moving around the classroom or school, scanning codes to find numeracy problems. This can be differentiated with different coloured paper.  

BYODD in action

Models of Handheld Learning

BYOD/BYODD - Bring Your Own (Designated) Device

Handheld learning is the use of mobile technologies in teaching and learning. The use of smaller technologies such as smart phones gives potential for every learner to have their own device, making learning much more personalised and extending learning beyond the classroom. This ultimately gives children greater independence in their learning and construction of knowledge. Mobile devices also give easier and quicker access to the internet and as such makes it easier to access ICT across the curriculum.

Perhaps the most common handheld device in use is the iPad. One of the advantages is the ability to film and edit a movie all on one device, wherever they are.

http://www.thegrid.org.uk/learning/ict/technologies/handheld/

Implementing BYOD (found at http://www.vln.school.nz/blog/group/155369/all)

http://www.securedgenetworks.com/secure-edge-networks-blog/bid/100335/1-1-vs-BYOD-in-Education-Which-is-Better

Our thoughts:

Audio & Recording

• Recording environmental sounds

• Audio Pencil

• Audacity - Mixing environmental sound with clips created on Bebot and Garageband on Ipad

TPACK model

E-words

ICT and Learning 

Workshop 3 - Coding

Seymour Papert

• Developed constructionism while at MIT, based on the work of Piaget in constructivism (children constructing knowledge through active experience and reflection). 
• Used this to develop the Logo programming language - a way for children to improve the way they think about and solve problems - Logo Turtle
• Collaborations with Knowledge Machine and Lego

Constructionism

• inspired by the belief that children construct mental models in order to understand the world (constructivism)
• learning is most effective when children are active in making objects in the real world

“Constructionism—the N word as opposed to the V word— shares

contructivism’s view of learning as “building knowledge structures” through progressive internalization of actions… It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe" ( Papert, 1991)

Coding - Beebot

Apps for Computing

• Hour of Code
  

Simple programming, could be used as an intro to other programs such as Scratch.

• World of Goo

Problem solving, team work

• Daisy the Dinosaur

Introduction to coding. Step by step instructions to gradually build up sequences. Good starter for other coding apps and computing programmes.

• iMovie

Children can film and edit their own stories. Can be used to support sequencing and story telling.

                   

SAMR Model

The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology. 
While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions.  As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.

SAMR model developed by Dr. Ruben Puentedura  http://www.hippasus.com/

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Level	Definition	Examples	Functional Change
Substitution	Computer technology is used to perform the same task as was done before the use of computers.	Students print out worksheet, finish it, pass it in.	No functional change in teaching and learning.  There may well be times when this the appropriate level of work as there is no real gain to be had from computer technology.  One needs to decide computer use based on any other possible benefits. This area tends to be teacher centric where the instructor is guiding all aspects of a lesson.
Augmentation	Computer Technology offers an effective tool to perform common tasks.	Students take a quiz using a Google Form in stead of using pencil and paper.	There is some functional benefit here in that paper is being saved, students and teacher can receive almost immediate feedback on student level of understanding of material.  This level starts to move along the teacher / student centric continuum. The impact of immediate feedback is that students may begin to become more engaged in learning.
Modification	This is the first step over the line between enhancing the traditional goings-on of the classroom and transforming the classroom. Common classroom tasks are being accomplished through the use of computer technology.	Students are asked to write an essay around the theme "And This I Believe...". An audio recording of the essay is made along with an original musical soundtrack.  The recording will be played in front of an authentic audience such as parents, or college admission counselors.	There is significant functional change in the classroom.  While all students are learning similar writing skills, the reality of an authentic audience gives each student has a personal stake in the quality of the work.  Computer technology is necessary for this classroom to function allowing peer and teacher feedback, easy rewriting, and audio recording.  Questions about writing skills increasingly come from the students themselves.
Redefintion	Computer technology allows for new tasks that were previously	A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product.  Teams are expected to contact outside sources for information.	At this level, common classroom tasks and computer technology exist not as ends but as supports for student centered learning.  Students learn content and skills in support of important concepts as they pursue the challenge of creating a  professional quality video.  Collaboration becomes necessary and technology allows such communications to occur.  Questions and discussion are increasingly student generated.

https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

Geo-tagging

Workshop 2

Geo-tagging photos and blogging.

Stop-motion Movies

Workshop 1

Using iPads and laptops to create short stop-motion videos.