In today’s TED Talk Tuesday, Jane McGonigal offers the premise that games (video games) can change the world in meaningful and positive ways.
She builds her case convincingly. I am currently reading Daniel Pink’s book Drive. There are some similar ties between the two ideas. Blissful productivity, we are more productive when we do things that we have to work at, and think about. When we have some direction and there is meaning behind it.
The principles learned through gaming can be used to solve real world problems. I can’t help but wonder what implications this line of thought has for education. How can we change the daily school “game” so that students don’t just sit on the sidelines, but experience “epic wins”. We all want to know that what we do matters and matters deeply. Games give us this feeling that what we are doing is having an important effect.
Learning should be an act of play. It seems to me that if we can tell a difference between learning and play we aren’t doing one of the right. Consider babies in any species, how do they learn to do life? Through play.
I’m not sure that I can envision what this looks like in the practical sense in the school setting. But I think that McGonigal has something here. What do you think, what could games and fun do for education? How can we use from what we know about games to change education and, in doing so, change the world?
What it is: The BBC is a constant source of excellent classroom interactives and games. Today I ran across Magic Key while working on supplementing MacMillan Mcgraw Hill’s Treasures curriculum for first grade. Magic Key is based on a cartoon in the UK, even if your students aren’t familiar with the cartoon, they are sure to enjoy the website adventures. Magic Key has fun literacy games for kindergarten and first grade students. The games help students practice full stops (sentence endings), sentence order, questions, character characteristics, capital letters, seeing patterns, figuring out new words, descriptions, and words that make sounds. The games are age appropriate, include fun characters, and help students practice and understand important literacy skills. In each game, students enter an adventure where the goal is to collect the Magic Key.
How to integrate BBC: Magic Key into the classroom: The Magic Key games are short and sweet, they give students the opportunity to practice new skills independently. I like to use games like these as a center activity. These types of short games make a great center because they provide students with immediate feedback and are self leveling. Set Magic Key up on your classroom computers as a literacy center for students to visit independently or in small groups. Don’t forget that the interactive whiteboard or projector connected computer can also be a center station! These games are a great alternative to the worksheet (you didn’t really want to grade one of those anyway) and will provide your students with an opportunity to practice what they are learning.
Tips: Check out the teacher section of Magic Key for a description of each game, the curriculum tie in, and (I hesitate to mention) worksheets.
Please leave a comment and share how you are using BBC: Magic Key in your classroom.
What it is: Whiz Kids is a new site developed for autistic children. It was designed to give these kids a fun place to develop life skills. All of the games and videos have high production values, making them engaging and impressive, they feel as though you have stepped into a Pixar movie. Through this one portal, you get 16 interactive and therapeutic games. The games help kids develop essential life skills like empathy, recognizing emotion, making decisions, coping with change, transactions, non-verbal gestures, grouping, schedules, finding a route, and making eye contact. Although these games were specifically developed for children with autism, they are wonderful for primary elementary students and ELL students as well.
How to integrate Whiz Kids into the classroom:Whiz Kids has an incredible back story, the site was created by more 80 students 8 lecturers and 10 autism specialists, the project represents more than 16,000 hours of research and development. The games are tailored to fit the needs of autistic children. If you teach autistic children, these games will help them develop important life skills that will aid them when interacting with classmates. The games would be great for classroom computers as a center activity. Help other students in your classroom understand how they can help the autistic children in the classroom by having them play the Whiz Kids games as well. This will give your students a shared vocabulary and experience to draw on when they are working and playing together in the classroom. Because the games focus so much on character development, they are appropriate for any primary classroom. Help your students learn about complex human interactions like empathy, non-verbal communication, and coping with change through game play. The games can be played and discussed as a whole class using an interactive whiteboard or projector connected computer, or they can be played independently at a computer center, or a computer lab. After playing the game, practice the skill taught as a class. For example, if students play Robbie the Robot and are practicing recognizing emotion and facial expressions, follow up by asking students to work with a partner making faces and naming the emotion. ELL students can use Whiz Kids to develop character related vocabulary and understanding.
Tips: On the Whiz Kids sister site, Autism Games, teachers can get more information about individual games and how to use them with students. Each game is categorized based on the life skill that it teaches. The game descriptions and suggestions are fantastic.
Please leave a comment and share how you are using Whiz Kids in your classroom.
One of the sessions I attended at the ISTE 10 conference was Elliott Soloway and Cathie Norris’s entitled: “From Add-on Technology to Essential Technology: Constructing 1-to-1 Aware Curriculum”. It is hard to go wrong with a session by Elliott Soloway, his humor is contagious.
I was interested in this session because I am currently working on a proposal for a 1-to-1 iPad pilot program and study for next year. I came away with some new perspectives on mobile technologies that I will share at the end of the post. To begin, here is the gist of the session:
“Within 5 years every child in every grade will be learning with mobile technology, it will be bigger than the Internet”- Elliott Soloway
There are 7 billion people on the planet and 4 billion mobile devices.
The greatest challenge we face as educators is to teach ALL kids. We need to teach kids “brain jobs” not “back jobs”. This is 21st Century skills and content.
“Right now looking at all the school data is just like moving deck chairs around on the Titanic.” – Elliott Soloway
Mobile technology is the game changer.
In Singapore, Nan Chi Primary school saw a significant increase in tests scores after introducing smart phones in the 3rd grade science classroom.
In a classroom using 1 to 1 mobile devices, not a single child failed to turn in a single homework assignment all year. Why did that happen? Because they are engaged.
Time on task = success
The tools have to be used as essential tools, not supplementary. Supplementing with technology doesn’t move the needle. Essential means that technology is in hand 24/7 students have complete access to the tool. Essential means that students are actively engaged in doing and creating. That doesn’t mean that there aren’t other tools being used.
Most things can be done on a mobile phone device.
Mobile devices connect students to the real world. Learning doesn’t end when school does.
When you look closely at the studies that show that technology has no impact, you will see that it is because technology was used as a supplement.
Technology should be like oxygen, invisible but essential.
Mobile devices like the cell phone are ideal because the cost of the device is $0 and what you pay for is the connectivity. It is a cheap solution.
It is about the kids, not the technology. Let them use their own tools.
Mobile devices are growing at a rate of 50% a year, this is the fastest growing technology. We used to tell teachers to get on the technology bus, now we have to say get on the technology bullet train because it is moving!
Elliott mentioned that he doesn’t think that the iPad has a place as a learning device. His reasoning is that it isn’t what kids are using. He argues that kids are using cellphones and mobile devices, that the iPad isn’t natural for them.
Elliott was an excellent presenter. He made some great points about using cellphone technology in the classroom. I have to disagree with his assessment that the iPad isn’t a good device for kids. While I like the idea of using cellphone technology and just paying for connectivity, it isn’t what every classroom needs. The conclusion that I kept coming to is that no classroom situation is the same. While an inner city school with low access to technology and resources might benefit best from a smart phone for learning, it might not make the same sense in a suburban school with more ubiquitous technology access. In a poorer neighborhood you will find homes that lack wireless Internet access, putting an iPad in the hands of those kids might not be as successful as giving them a cellphone that they could use to access a cellular data network. But in a wealthier, suburban neighborhood where wireless Internet is around every corner, an iPad is the perfect device. What I realized is that there can be no one-size-fits-all approach to education. One solution isn’t going to solve the education problems of the world. We need to look at each population and each classroom and choose the solution that makes the most sense for that instance. Education has to be tailored to the individuals, not the masses.
Soloway is right, we keep trying to make the data tell us a new story. Policy makers implement new standards and tests as a way to save education. But that is like moving deck chairs around on the Titanic. Sure things look different, but it is still a sinking ship. We need to cut our losses and build a new ship all together. That new ship should be tailored to fit the needs of the students who are boarding it. For some that means mobile phone technology, for others iPads, and for some netbooks. I can argue all day long for the benefits of the iPad in learning but when we get right down to it, the reason I hold that view is because it is perfect for the student population I work with. It makes sense in our situation. That may or may not be true of you.
iLearn Technology is coming up on birthday number 4!! It is hard to remember a time when I didn’t blog, the 4 year journey has been amazing! I have grown as a teacher, a user of technology, and (I hope) as a blogger. As I reflected on iLearn Technology, I couldn’t help but remember my first steps into the blogging world. It was the summer of 2007 and I had been teaching in the computer lab for 2 years. At the time, I spent my summers searching the web for resources I could use in my classroom. When I stumbled on gems I wondered why no one had collected all of the great education resources in one place. I kept a notebook of the sites I was finding and would jot down a few words (which I later realized were tags) to help me remember what the website looked like and did. I would also write any thoughts that I had about how I could use the site with students. Every once in a while I would stumble on a collection of education resources for the classroom, but I was disappointed by them. Most were just lists of website links, there was no information that indicated what kind of site it was or how it could be used. It frustrated me that I had to click on each and every link to find out if it was worthwhile for my classroom or not. I was quickly becoming a website snob and when I came upon a website of link lists, I would quickly move on. It was too time consuming to sort through 100 website urls for the chance that I might find something worth keeping.
About this time, the iPhone had just emerged on the scene. My husband bought one and promptly jail broke it so that he could stay on T-mobile network. As he searched around the net for iPhone hacks and tips, he came across this little video from @ijustine. Her AT&T phone bill unveiling.
My husband sent me the video with a link to her blog and said “You should start a blog”. I quickly shot back something snarky like: “oh yeah, what would I blog about my Nokia?” Lucky for me, he ignored my snarky comment and told me to start an education blog where I reviewed all of the sites I was finding for my classroom. I wasn’t sure how I could keep a blog going through the school year or how I would find enough material to keep it current, but it was July and I decided to give it a go. You have to understand, when I started iLearn Technology, I had NO idea what blogging was really all about. I didn’t really understand how it was different from a website (other than being updated more often) and I am pretty sure the term RSS was foreign to me. I started it anyway thinking if nothing else, it would be a good place for me to keep track of what I was finding and would be more easily searchable than my spiral notebook. I didn’t really expect that anyone would read my blog. I didn’t really expect to get a following of any kind. Thus began the journey of iLearn Technology.
Looking back over the past 4 years, I am still baffled that I find time to post every day. I am still dumbstruck that you all read my blog and come back for more. I am still amazed that I continue to find resources that are worthy of posts (I decided when I started iLearn Technology, if it didn’t pass the test of my students enjoying it, there would not be a blog post about it). Each year I get a little nostalgic in July and look through my old posts. I remember what projects I have done with students, make note of the sites that my students still beg for, and look forward to new finds. I also try to find something that I can improve on. This year I decided that I needed to make the resources I post about easier to search. In my sidebar, you will see a category list with several drop-down menus. I have categorized all of my posts by grade, subject, and resource type. The new category search lets you search within multiple categories at once. You can choose a grade level, a subject, and a resource (or just choose one or two categories to search). This should make it easier to find resources that fit your classroom needs. My hope is that iLearn Technology can be your one stop shop for finding the very best student-tested resources for your classroom.
I realize that not all of you have been with me from the beginning of this journey, I thank you for joining me when you did and for sticking with me as I continue to learn and grow! Most of the tools I have posted about I still use every year. They are outstanding resources! I don’t expect you to go back through each and every post on the off chance that you will find something that fits your needs, but hopefully the new multiple category search will encourage you to go through some previous posts that you may have missed to find just the right activities for the next school year. As seems to be the case with technology, not all resources have stood the test of time. Some sites have shut down, others are no longer free resources. I am working on amending these posts accordingly but if you come across a site that is no more, leave me a comment and let me know about it. I can offer some alternative resource suggestions and update the post to indicate the changes.
Try out the multiple category search and let me know what you think! You don’t have to make a selection from every category, just choose the options that best fit what you are searching for.
ISTE 10 was an incredible conference and experience. Learning didn’t only occur during the sessions, it happened in the conversations and collaboration between the sessions. As I mentioned in my last post, it was so much fun to meet members of my PLN in person. We seemed to fall into conversation and joking like old friends (which I suppose is what we are). Edublogger Alliance member Buzz Garwood orchestrated some excellent conversations that can be viewed in the following videos:
I was honored that Buzz included me in these videos, but absolutely floored that I got to be in a video with David Warlick. David’s blog, 2Cents Worth, is the first educational blog that I read. Corey, Amy, and I got a mini keynote right there while we listened to Buzz interview David. Once again, as I listened to my peers speak about teaching, learning, and technology I was overwhelmed by the greatness I am surrounded by daily in my PLN. You guys are amazing!
There are two parts to our video: 21st Century Classroom. In part one we share our insights on teaching and learning in a digital age. In part two, we discuss the challenge of using IT to make the classroom relevant and engage students in a learning lifestyle. (As a side note, I love the idea of ditching the phrase life-long learner for learning lifestyle.)
Personal Learning Networks is another video that Buzz took during the conference, in it he interviews some of the members of my PLN as well as members of the iLearn Technology blogging alliance.
Thank you Buzz for collecting all of this on video, it was a pleasure to meet you and work with you in person!
And Now for something completely different, take a look at this ISTE10 fashion video that my colleague Amy and I got roped into. Good for a laugh anyway!
Great news! Aviary has come out with a special education edition! In the Education version, teachers can create private student accounts, manage assignments and projects, use the image editor, vector editor, audio editor, and music creator. All content and images will be 100% school safe! Right now the Education site is in Beta, you can request an invitation to test the site with your students. If you aren’t familiar with the Aviary tools, check out my previous posts HERE. Aviary is a fabulous online alternative to those expensive Adobe creativity suites.
What it is: The Disney website has a lot of engaging and fun content for kids, unfortunately, not all of it is educational. Hot Shot Business is one of the better Disney games I have seen for the classroom. It teaches kids about business and entrepreneurship through a fun simulation game. Students are introduced to the idea of entrepreneurship and franchising by their virtual business hosts, Kate and Jack. Kate and Jack offer advice and recommendations throughout the game. The decisions that students will make throughout the game will have consequences that extend beyond profits and losses alone. They will have to deal with environmental factors, as well as finding ways to provide jobs for members of the community. Students can choose to start a pet spa, a candy factory, a comic shop, custom skateboard shop, professional landscaping, or a magic shop. Kids are sure to find a business that they are interested in! The entire game is narrated which is great for all levels of readers. As students play the game, they will be exposed to the nuts and bolts of running their own business, they will have to make decisions about how to respond to market trends, how to respond to customer preferences, how to respond to fast breaking news reports that may affect their business, and how to respond to ethical dilemmas. Students even have access to a Hot Shot Business kit where they can download and print out business cards and fliers.
How to integrate Hot Shot Business into the classroom:Hot Shot Business was designed to meet national standards in both language arts and math, making it fit easily into any curriculum. The ideal setup for Hot Shot Business is a few days in the computer lab for a 1-to-1 setting where each student can work individually on setting up their own store. Game play could extend for several days depending on the unit that you are teaching. The Disney site has some excellent lesson plans and suggestions for implementation, I highly recommend them. I like the idea of connecting with entrepreneurs in the community during this unit so that as students are working through the game, they can get advice and recommendations from those who do it every day.
If you can’t make it happen in a computer lab setting over several days, choose a business to start as a class and make decisions as a team. You can do this using an interactive whiteboard or projector connected computer. In this scenario, students will have to discuss their decisions and reason with each other to decide on a course of action.
Hot Shot Business is a really well designed game, it would be a great addition for the 3rd-6th grade classroom. I suspect that it ties into several of the curricula already being used in schools, I know that Treasures (MacMillan McGraw Hill) has units that it fits nicely into. This is great hands on learning, a definite step up from Lemonade Stand. 🙂
Tips: This is a really great site, but I must warn you that it eats up the bandwidth!
Please leave a comment and share how you are using Hot Shot Business in your classroom.
What it is: The Smithsonian site is a wealth of outstanding activities and interactives. In the Walk in the Forest interactives, students are guided through a virtual forest where they do field research using the same scientific methods and tools that Smithsonian scientists use to monitor forest biodiversity. Students can act as dirt detectives, predicting which trees will thrive in each type of soil; learn about forest layers and the plants and animals that take up residence in each; identify a tree; observe seasonal changes; map the forest; and use amphibians as an indicator of the forest. Each of the interactives has the option of narration (audio) or non-narrated (students read through the interactive).
How to integrate A Walk in the Forest into the classroom: The interactive activities on A Walk in the Forest are very well made. They will have your students working and thinking like a scientist. The activities are meant to be completed by individual students, but if you don’t have access to a computer lab, they would also be excellent as a center on classroom computers or on the interactive whiteboard or projector connected computer. For whole class participation, send a team of scientists (your students) into the forest to investigate and collect data. Give each student a job to do on the forest adventure. For the students not at the board, create a field guide that they can fill out while they observe. As an extension activity, students can create an Animoto or Prezi about what they learned in the forest. They could also create a comic book style field guide about walking through a forest.
A Walk in the Forest is well suited to all elementary students. Independent readers can complete the activities without narration while emerging or struggling readers could have the interactive narrated.
Every year, we have an outdoor education program for our 5th graders. They spend a week in the mountains, in a forest, learning outside. If you do something similar, A Walk in the Forest is a great preparation activity for students. They can learn about the processes of collecting and analyzing data virtually before they do it in real life.
Tips: If you and your family are visiting national parks this summer, these are fun activities to do before hand that will transform your kids into scientists when they are exploring outdoors.
Please leave a comment and share how you are using A Walk in the Forest in your classroom.
The group that consistently fails at the marshmallow task: recent graduates of business school.
Business students are trained to find the single right plan and then execute it. The problem with this strategy is that they wait for the last minute to add their marshmallow to the top of the structure and when their plan fails, it is a crisis.
The group that consistently succeeds at the marshmallow task: recent graduates of kindergarten.
Kindergarten students start with a model and they build successive prototypes of their structure. They always keep their marshmallow on top. They have multiple opportunities to refine their structure until it is working. With each version of the prototype, students are getting instant feedback about what works and what doesn’t and they can adjust accordingly.
Kids don’t spend time trying to be CEO of Spaghetti Inc. They aren’t jockeying for power, they are working together creatively and having fun.
What stands out to me about the data that Tom Wujec shares, is not that architects and engineers build the best towers (as he says, we would expect that), but that kindergartners are not very far behind. This makes me wonder about what important things we are deprogramming kids to do as we send them through the education system. If the education system was really working, I would expect that adults would be able to construct the best, highest towers. I would expect that those with the most education would build the best towers. But as we see, this isn’t the case. In school we teach students that everything has a correct answer. Sometimes that answer means filling in the “c” on a bubble test, and sometimes it means getting your teacher to nod and say “that’s right”. School has become a game of “guess what the teacher is thinking”. As a result, we have students who can come up with one correct solution to any problem. In the real world, we often need more than one right solution. Many times we need several solutions and creative thinking applied to the problem. Our most recent example of this is the BP oil spill. I can’t help but wonder what great solutions kindergartners would come up with that adults aren’t even considering because we have been deprogrammed to think that way.
What does this mean for schools? It means that we need more opportunities for students to explore multiple solutions to a problem, it means that we offer kids the chance to discuss and stop asking the one answer questions all the time. Sometimes there is one correct answer, but in life that isn’t always the case. Students need to be given the chance to explore both options.
(As a side note, it is interesting to me that when the incentive of a prize was offered, not one team had a standing structure. I am working my way through Daniel Pink’s book Drive right now and it mirrors what he says in the book.)
