Gbl technology models


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  • This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.Sample Oral Instructions:Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones or laptops to do some audience voting just like on American Idol.So please take out your mobilephones or laptops, but remember to leave them on silent. You can participate by submitting an answer on your laptop or a mobile phone.The service we are using is serious about privacy. I cannot see who you are or who voted.
  • Gbl technology models

    1. 1. Technology Integration and Games Based Learning Lena Arena ICT Consultant K-12, Sydney Region
    2. 2. The TPACK Model Reproduced by permission of the publisher © 2012 by
    3. 3. What is TPACK?• Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology.• The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.
    4. 4. The three primary forms of knowledge 1 Content (CK) 2 Pedagogy (PK) 3 Technology (TK) The TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK model shows the inter-relationship of these 3 forms of knowledge.
    5. 5. •Teachers’ knowledge about the subject matter to be learned or Content Knowledge (CK) taught. •Teachers’ deep knowledge about the processes and practices orPedagogical Knowledge (PK) methods of teaching and learning •Knowledge about certain ways of thinking about, and working withTechnology Knowledge (TK) technology, tools and resources •Knowledge of pedagogy that is applicable to the teaching of Pedagogical Content specific content - covers the core business of Knowledge (PCK) teaching, learning, curriculum, assessment and reporting Technological Content •An understanding of the manner in which technology and content Knowledge (TCK) influence and constrain one anotherTechnological Pedagogical •An understanding of how teaching and learning can change Knowledge (TPK) when particular technologies are used in particular ways.Technological Pedagogical •Underlying truly meaningful and deeply skilled teaching withContent Knowledge (TPACK) technology – using all forms of knowledge.
    6. 6. Survey - Summary• 53% rarely play computer games for enjoyment• 60% use other handheld devices e.g. ipods, smartphones, tablets for games• 47% use games in teaching weekly• Most commonly used game types with 73% are on-line games and drill and practice games• 92% use PCs or Macs for classroom games• 93% agree or strongly agree that games have a valuable role educational settings• 100% believe that games based learning enhances problem solving skills• 86% saw lack of teacher knowledge as the main barrier to increased used of game based learning in the classroom
    7. 7. The LoTi Framework• The Levels of Teaching Innovation (LoTi) Framework is a conceptual model to measure classroom teachers implementation of digital-age literacy .• The LoTi Framework focuses on the balance between instruction, assessment, and the effective use of digital tools and resources to promote higher order thinking, engaged student learning, and authentic assessment practices in the classroom -all characteristics of 21st Century teaching and learning.
    8. 8. Where are you at now? The LoTi Levels Level 0 Level 1 Level 2 Level 3 Level 4 (A) Level 4 (B) Level 5 Level 6• Non-use • Awareness • Exploration • Infusion • Integration: • Integration: Routine • Expansion • Refinement• Use of digital tools • Digital tools and • Digital tools and • Digital tools and Mechanical • The teacher is within • More complex and • Collaborations and resources in the resources used for resources are used resources are used • Digital tools and his/her comfort level sophisticated use of extend beyond the classroom is non- classroom and/or by students for by students to carry resource use is with promoting an digital resources classroom that existent curriculum extension out teacher- inherent and inquiry-based model and collaboration promote authentic management, to activities, enrichmen directed tasks that motivated by the of teaching that tools in the learning student problem- embellish or t exercises, or emphasize higher drive to answer involves students environment solving, no longer a enhance teacher information levels of student student-generated applying their division between lectures or gathering cognitive processing questions that learning to the real instruction and presentations, used assignments relating to the dictate the content, world digital by students as a content under process, and tools/resources in reward for prior work investigation. products the learning completed in class embedded in the environment learning experience
    9. 9. How To Vote via PollEv.comTIP Capitalization doesn’t matter, but spaces and spelling do
    10. 10. H.E.A.T Higher Order Thinking Engaged Learning Authentic Connections Technology Use
    11. 11. Why games for learning?From your readings why do you think thatgame based learning has a place in yourteaching program?
    12. 12. Why games for learning?Research suggests that computer games canhelp stimulate a successful learningenvironment and provide motivationallearning contexts that suit many learners. Theyalso provide an opportunity to developcommunities in which learners have a senseof ownership over what they do.
    13. 13. Benefits of using game based learning• motivating learners to succeed and to continually improve• fostering self-esteem, self-determination and enhancing self- image• facilitating collaborative learning• implicitly developing learners ability to observe, question, hypothesise and test• facilitating metacognitive reflection• developing complex problem-solving skills• making school an exciting place to be• offering inroads into other curricular areas• sharing practice features that show how games have enhanced learning in the classroom.
    14. 14. Why game based learning in education? • Games are interactive and fun - doing • Games have outcomes and feedback-learning • Games are adaptive - flow • Games have conflict , competition challenge and opposition - adrenaline • Games have problem solving - creativity • Games have interaction - social groups • Games have a narrative- emotion • Games engage the student • Games provide an immersive environment
    15. 15. Students as game designers• The aim is move students from playing to building transforming students from consuming to creating digital content.• The process of understanding and applying the principles of good game design to student created games improves literacy, collaboration and higher order thinking skills, and can lay the foundations for deep learning, innovation and change in the 21st century classroom.
    16. 16. 21st Century SkillsCollaboration Multimodal literacy Personalised Multitasking Interactive and networked Creative and adaptiveReflective and critical
    18. 18. Brainstorm…1. Make a list of possible plots (storyline) for your game2. Make a list of possible settings for your game3. Make a list of possible characters for your game. • Give your characters descriptions (characteristics)Pick one idea from each list above to create a game Plot Setting Characters
    19. 19. Getting started with game design1. Use a storyboard to plot your game2. Start with the primary gameplay mode Ask “What is the player going to do?”3. Define that mode, then move on to others • Player’s role • Interaction model • Perspective • Setting • Challenges the player confronts • Mechanics that create those challenges • Actions the player takes to overcome them
    20. 20. Storyboard
    21. 21. Storyboard templates1. The Flying Animator http://www.the-flying- Karen J Llyod’s Downloads template-downloads/3. Education World plates/template_strybrd_8panels.doc
    22. 22. Good game designGame Rules•Rules of a game depend on the game genre. These rules define what actions or moves a player can and cannot make; where they can and cannot go, and how they will win the game. Players do not get most of the games rules from the game’s instructions. They are inherent to the game and govern the playing processGoals/Objectives•The goals and objective of a game establish the game’s rules of play and the criteria for winningChallenge•Games can be competitive in different ways. Some games have clearly defined competition, one player wins, and the other loses. In other games, contestants compete to achieve the highest score. The competition can be with another player, non-player, or the players themselves.Engagement•Interactivity is how the player interacts or acts within the game world. The way the player jumps, shoots, or dunks; how they interact with their competition or enemies; what motions, and actions they can make. Another term for the way a player operates in the game world is the game’s interaction model. Video games require players to be part of the learning environment.
    24. 24. What is Kodu?• Kodu is a visual programming language made specifically for creating games. It is designed to be accessible for children and enjoyable for anyone.• It can be downloaded for free from the Microsoft website• Kodu can be programed for use with a keyboard and mouse or a game controller
    25. 25. Why KoDU?• Kodu provides a creative environment for designing, building, and playing games.• Teach programming, problem-solving, and more with a creative environment.• Students can create a range of terrains, worlds and characters, controlling the characters’ movement, sound and vision using an icon-based language.• Games can be shared and accessed by others.
    26. 26. KoDU allows• Students to learn programming and other skills in a fun way• “Behind the scenes” of game development to be explored• Learning to be demonstrated through creating a game• Concepts taught in various learning areas to be revised• For the improvement of critical thinking and problem solving skills• For improved student collaboration and cooperation• Inspired confidence in programming skills
    27. 27. Oatley P.S at MAC ICT
    28. 28. FLOW Chart -the BACK Story of THE GAME
    29. 29. STORY BOARDING
    32. 32. The Interface - The Main Menu
    33. 33. The Interface – the Home Menu
    34. 34. New World
    35. 35. Tools
    36. 36. Instructions based on tool selected
    37. 37. Your turn…Complete the first activity by placing theprogram next to the correct description. 
    38. 38. Your turn….Open the practice world from the wiki:• Add an apple or other object to the world• Add a background sound to one of the objects• Add or change some terrain• Add some water to the pond• Modify code for Cycle to have him earn a point for each apple he eats• Modify code for fish to allow him to move
    39. 39. Summary
    40. 40. Questions? Need More Information? Lena Arena ICT Consultant K-12, Sydney Region Phone: 9582 2851 Email: