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  • Hello Board of Directors. My name is Belinda Van Norman. Through the following presentation you will hopefully gain a greater understanding of the use of online math games within the classroom setting.
  • Do you have students in your class who just can’t seem to grasp certain math concept? Are they frustrated to the point of giving up? In this technologically driven society, there is now help. Student can learn and practice countless math concepts online by means of online mathematics games.
  • The students of today’s classroom are living in a truly digital world. With our young being so tech savvy their educational experience should follow suit.  The classroom needs modern resources which will not only grasp the students’ attention but also improve mathematics scores.
  • Numerous software developers as well as internet website programmers have created digital mathematic games which are helping students of every age across the world improve their math scores.
  • The intended audience of this innovation is any student looking to improve their mathematics scores. I was unable to find any problems encountered in the development process of online math games.  
  • The production of online math games is almost continuous.  There are new online games and software being developed daily.  Therefore there are an endless number of websites available for teachers to take advantage of.  The innovations of online math games vary from developer to developer.  Some advertise on other websites while others rely on word of mouth for their popularity.
  • What are online math games? - Online math games are games developed to help students understand concepts which they may be struggling with. When should they be used in a classroom? - Online math games should be used to help students understand and feel more comfortable with math. What are the benefits of using online math games? - A study conducted by Scottish schools reported an increase in test scores when using computer games. It was also found that there was a decrease of absences and lateness in some classes.
  • Increases student centered learning. The students can go at their own pace rather than becoming self-conscious by not being able to keep up with the rest of the class. Aids students in developing computer skills. The more the students work with the computer the more they develop computer skills. Fosters student motivation. Many of the games allow the student to see scores and offer additional games as prizes for winning. Online math games are not bias. They engage all learning styles.
  • Teachers are held accountable for student learning. Most classrooms have computers and internet access which makes online math games very easy to access. Online math games have the ability to increase test scores of any grade level.
  • Search internet for new websites. New math games are constantly being added to the internet ready for use in the classroom. Implore the help of fellow teachers. There could be websites which you have not tried. Asking a fellow teacher could give you insight as to weather the site is worth visiting and implementing. Have students share their favorite learning sites. Having the students do this will give valuable information as to which types of games your students prefer.
  • Motivate students to continue using the online math games at home. The more they practice the better. Discuss students’ growth and test scores with parents throughout the year. The parents are equally important in student achievement. Online math games provide an alternative way of assessing students which gives a break from paper/pencil tests.
  • It is difficult to find a definite timeline of the online math game. Therefore, given is a timeline which spans from the first computer game to websites that are currently helping students raise their test scores.
  • Awareness : hears about it, does nothing. Many educators hear about online math games, however are not fully aware of its benefits. Interest : hears about it, observes and looks into it. Seeks more information by asking other teachers, researching online, or reading articles. Trial : hears about it, tries it our. Informed enough to make a purchase of software, downloads games, or allows the students to use it during free time. Adoption : after trying it, likes it enough to continue use. The more the students use it and scores improve the more the teacher continues to implement it into lesson plans. Extension : Continue to expand use of online math games as research proves that the use increases scores of standardized tests.
  • Now let’s identify the innovators, adaptors, and laggards of online math games.
  • Together, to ensure online math games would be successful and grab the attention of students, software developers, website designers and student study groups work as the innovators.
  • Both within the classroom, teachers and students are the early adopters of online math games.
  • With every innovation, there must be laggards. The laggards of online math games would be teachers who may be resistant to change or who may not be comfortable with using technology.
  • Develop a need – Standards based on 21 st century classroom. Information exchange – Share successful websites with coworkers. Diagnose problems – Unable to provide exact proof of meeting the standard. Intent to change – Success of online math games increasing test scores. Intent to action – Encourage the sharing of websites. Stabilize adoption – Provide technology training. Achieve terminal relationship – Utilize online math games as much as possible.
  • Online math games have reached critical masses in K-12 classrooms. How did they do it? This was achieved by targeting the highly respected teachers of a district, introducing them to more innovative groups, and encouraging students to use online math games outside of school.
  • Students are so technologically advanced and need and education to match. This is why online math games are so successful.
  • Students in the classrooms of today live in a world that is driven by technology. However, there are many resources that can be used in order to allow the students to reach their full potential. Online math games can provide opportunities for the potential to be reached.

Multimedia presentation Multimedia presentation Presentation Transcript

  • Using Online Math Games to Increase Test Scores ► Multimedia Presentation for Board of Directors Diffusion and Integration of Technology in Education Walden University Belinda Van Norman
  • Online Mathematics Games
  • Need
    • Students becoming frustrated with not understanding math concepts.
    • Students’ math grade dropping.
    • Students’ math test scores do not meet expectations.
  • Research
  • Development
  • Commercialization
    • The production of online math games is almost continuous.  There are new online games and software being developed daily.  Therefore there are an endless number of websites available for teachers to take advantage of. 
    • Advertisements
  • The Innovation-Decision Process Knowledge
    • What are online math games?
    • When should they be used in a classroom?
    • What are the benefits of using online math games?
    • Scottish schools study
  • The Innovation-Decision Process Persuasion
    • Increases student centered learning.
    • Aids students in developing computer skills.
    • Fosters student motivation.
    • Engages all learning styles.
  • The Innovation-Decision Process Decision
    • Teachers are held accountable for student learning.
    • Most classrooms have computers and internet access.
    • Online math games have
    • the ability to increase test
    • scores.
  • The Innovation-Decision Process Implementation
    • Search internet for new websites.
    • Implore the help of fellow teachers.
    • Have students share their favorite learning sites.
  • The Innovation-Decision Process Confirmation
    • Motivate students to continue using the online math games at home.
    • Discuss students’ growth and test scores with parents throughout the year.
    • Online math games
    • provide an alternative way
    • of assessing students.
  • Timeline
    • 1951 – First computer game: NIMROD
    • 1960s – Time-sharing allowed multiple users to share the use of a computer simultaneously
    • 1972 – PLATO supported hundreds of simultaneous users for computer aided instructions
    • 1975 – First personal computers introduced made it possible for individual to no longer rely on government computers or time shares to play games. 
    • 1970s – early 1980s - The availability of personal computers including the Apple II, Commodore PET, Commodore VIC-20, and Commodore 64 allowed for the creation of companies which specialized in educational software.
    • 1978 – The Learning Company, one of the companies specializing in educational software was incorporated.
    • 1990’s – Multimedia graphics and sounds were increasingly used in educational software.
    • 1992 – Funbrain.com was founded.
    • 1997 – Blackboard Inc., systems for educational instruction, communication, and assessment was created.
    • 1997 – Coolmath.com was founded.
  • S-Curve Commitment Time Extension Adoption Trial Use Interest Awareness
  •  
  • Who are the innovators?
    • Software Developers
    • Website Designers
    • Student Study Groups
  • Who were the Early Adopters?
    • Classroom Teachers
    • Students
  • Who are the Laggards?
    • Classroom Teachers
    • Teachers who resist change.
    • Teachers not comfortable with technology.
  • Change Agent ●7 Roles of a Change Agent●
    • Develop a need
    • Information exchange
    • Diagnose problems
    • Intent to change
    • Intent to action
    • Stabilize adoption
    • Achieve terminal relationship
  • Critical Mass
    • Target highly respected teachers of a district.
    • Introduce to more innovative groups.
    • Encourage students to use it outside of school.
  • Defining the Need
    • Action and reaction, ebb and flow, trial and error, change - this is the rhythm of living. Out of our over-confidence, fear; out of our fear, clearer vision, fresh hope. And out of hope, progress. - Bruce Barton
    • “ I hear and I forget. I see and I remember. I do and I understand.”
    • -Chinese Proverbs
  • Resources
    • http://news.bbc.co.uk/2/hi/uk_news/scotland/7635404.stm
    • http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/For%20Parents/Everyday%20Parenting/Parents%20as%20Teachers/PlayingGamesin.htm
    • http://www.educational-freeware.com/online/sheppard-math.aspx
    • http://en.wikipedia.org/wiki/History_of_virtual_learning_environments
    • http://www.1-famous-quotes.com/quote/1355302
    • http://www.brainyquote.com/quotes/authors/b/bruce_barton.html