Jagbir KaurKatie Johnson

Rachel Merren

Parallel Processors & Multi-Taskers• They like:

Receiving information quickly Graphics before text Random access (hypertext) Networking Instant gratification Games“Future” content • They dislike:

Lectures Stop-by-step logic Slow pace “Tell Test” Instruction

They adapt but with accents (outdated language)

• They Believe: Learning can’t be fun Outdated pedagogy will continue to work Teach “legacy” content

• They Don’t Believe: Student can learn and multi-task Games can be instructional vehicles Future content doesn’t promote logic

Methodology • Go faster• Less step-by-step (more parallel)• More random access

Content• Invent computer games to teach

Ex) CAD program• Include reflection activity

Article is looking at the Native/Immigrant situation from Immigrant stand point

Agrees with the article we read in class that something needs to be done

Students today spend 6 ½ hours on some sort of media a day

Most of what the Digital Native reads (besides in school) is electronic

Difficulty happens when the Immigrant teaches the Native.

Immigrant teaches like their “home country”

Once in college the atmosphere changes and students can split time between lecture and laptop

Recognize student is from a different generation that is unlike the generation you are from.

Explore different and creative ways to teach the Native

“Leverage technology to engage students, enliven classrooms, and to teach students the 21st century skills of accessing, assessing, synthesizing, analyzing, and communicating information.”

Do not allow the professor to be “simply browser window 1 of 10”

The school discussed in the article is West Point (Untied States Military Academy)

The article addresses that technology permeates every aspect of our lives and especially in the life of our students.

Students are more adept at using technology as an educational resource.

In 2002 the academy replaced desktops with laptops for student and instructors were puzzled over how to best incorporate student computers into the class.

Some instructors rejected the ideas of laptops by saying, "That thing is not coming into my classroom!”

The laptops became a distracter because students were off task and doing work from other classes and checking emails.

Solution: 3 phrase program to integrate technology into lesson plans1. Learning

• Training in available technology and modeling of technology, and encourage student participation

2. Practice : each instructor is paired with a veteran mentor who has experience teaching with technology; the mentor assists the new instructor with lesson preparation and provides insight and feedback.-Time is set aside in daily schedule for training.

3. Feedback:• Then instructors are video taped for reflection and analyzing.• Is provided from mentor• Continue development through workshops, discussions, and mentorship within the department throughout the

school year.

Results (faculty feedback) The results indicate that when instructors participate in the 3 phrase program

both students and instructors had a richer, fuller classroom experience.

Game Features Attractive for Learning• Clearly defined goals

• Broad experiences and practice opportunities Fly through the interior of a cell, operate equipment Try over and over again to mastery

• Continuing monitoring of progress Move player to higher challenges as mastery is gained

• Encourage inquiry and questions

Game Features Attractive for LearningContextual bridging• Closes gap between what is learned and its use

Time on taskScaffolding• Provide cues, hints to keep learner progressing

PersonalizationAn infinitely patient medium

Higher order skills• Think strategically, analyze, decision-making

Practical skills training• Simulations: Build a bridge, mix chemicals

High performance situations• Rapidly evolving and ambiguous scenarios

Developing expertise• “Walk in the Shoes” of experts

Team building• Multi-player games

Unlike other industries, education has not transformed via new technology

Education has not been part of the IT revolution

Most adoption of technology has focused on integrating it into existing systems

With focus on NCLB, little room for classroom experimentation

IT often not integral to the classroom experience/learning• Access to computers (number available and time to

use them) often too small for mainstream role• Massive installed base of video game consoles

underutilized for learning

Few reports of clear outcomes for educational games

Lack of exemplar products to show benefits Schools cannot or will not use unproven

educational innovations

Instructional paradigm needs to change to take advantage of educational games• Schools should redesign instructional practices• Schools of Education (with learning games experts)

should develop new/revamp old pedagogy• Train teachers to support game-based

learning/new teacher training materials

IT should be integral part of classroom experience/learning

Outcome data from evaluations of educational games are needed• Educational technology researchers/game

developers should focus on affecting test scores• Universities should participate to ensure high

quality evaluations• Evaluations should consider how instructions

practices, teacher prep, school environment, etc. affected outcomes

Technology cannot be avoided.

The educational system in which we were instructed needs a transformation.

There is no definite plan for change, but at least the conversation has been initiated.

Federation of American Scientists (2006). Summit on Educational Gaming: Harnessing the power of

video games for learning. Retrieved July 20, 2008, from http://fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf

Efaw, J (2005). No Teacher Left Behind: Teaching with technology. Education Quarterly. (4) 26-32.

Mosbacker, B. (2008). How to Teach and Tame the Digital Natives. The Christian School Journal. Retrieved July 17, 2008, from http://christianschooljournal.blogspot.com/2008/02/how-to-teach-and-tame-digital-natives.html