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Our presentation- Team Umi Zumi's Aquarium Adventure
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Our presentation- Team Umi Zumi's Aquarium Adventure

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  • 1.  Form and Function (sound clips) Developmental Appropriateness Screenshots Professional Application of Software References Time To Play!
  • 2.  Purpose  Curriculum: Kindergarten (4 years old)  Subject: Mathematics  Skills:  Number sense and numeration (quantity relationships; operational sense) (Pascal,2007, p.92).  Patterning (patterns and relationships) (Pascal,2007, p.92).  Geometry and spatial sense (geometric properties; geometric relationships; location and movement) (Pascal,2007, p.92). Feedback  Positive feedback: Fosters motivation through praise.  Sound feedback: Chime noise is made each time a child answers correctly.
  • 3.  Practice and Review  Self-correcting: The characters tell the user in a pleasant way that they have made a mistake and they tell them to try again. There is an unlimited amount of times to correct them selves. The character then describes what the user needs to find. If you still cannot find the answer, it gives children a hint by briefly lighting up the right answer if they keep getting it wrong. Choices and Control  Hypermedia: use of graphics, animation, and audio.  Allows control in navigation.  Control with time (user doesn’t feel rushed or anxious since there is isn’t a time constraint).  Choice of where to place fishes in the aquarium.  Downfall to this game: Doesn’t provide a map for levels. Social Interaction  Allows for social interaction with the characters but not with actual living beings (characters talk to children, but children can’t interact with the characters: 1 way interaction.)
  • 4.  Age Appropriateness  Behavioural:  4 year olds  The game praises the user when they  Cognitive: answer correctly, self-correcting (tells the children if they are  The user identifies the incorrect and to try again), differences in the images, counts, identifies  self-correcting goes hand in hand different shapes, differences with John B. Watson’s classical in sizes (bigger vs. conditioning (the use of positive reinforcement through praise smaller), and identifies conditions the children to answer most vs. least amount of correctly) (Huskins, 2011, slide 2). images.  It teaches children to be patient  “Understand the concept (makes children wait for the of tallest, biggest, same character to finish their sentence and more before completing the task)  rote counts to 20 or more,  Solitary play vs. Cooperative play  sorts, classifies, and  Vygotsky believed that some pattern objects with children hold conversations with various attributes themselves as a way of thinking out (smallest to0 biggest; loud and he referred to this stage as color and shape...)”(Allen “self-talk or inner speech” & Marotz, 2010. p.148). (Gestwicki, 2007, p.41)
  • 5.  Physical:  Hand-eye coordination  Moving in non-locomotor ways (moving the mouse)  Fine motor development (clicking the mouse)  Hearing acuity can be assessed by child’s correct usage of sounds and language as well as by the child’s appropriate responses to questions and instructions (Allen & Marotz, 2010. p.147).  Jean Piaget believed that children learn best through exploration (Gestwicki, 2007, p.40) Media and Activities  There are vivid graphics, animations, video, and sound which can bring concepts to life (Goyne, McDonough, & Padgett, 2000, p. 2).  Information and concepts are accompanied by appropriate images and sounds (Goyne, McDonough, & Padgett, 2000, p. 2).
  • 6.  Consistency with Curriculum  Enjoyable and Interesting  Allows for drill-and-practice. Manner  Self-directed.  It depends on personal  The game is both structured (levels 1-3), and interests of the child. unstructured (level 4).  Enthusiastic. Technical Components  Triggers interests.  The graphics are clear, sufficiently detailed, engaging.  Intrinsic motivation.  It is visually appealing without clutter.  Accessibility to Children and  It is user friendly. Barriers  Skills formed can be transferable to other aspects in a  It is free and web-based. child’s life.  The user can get lost in cyberspace if they press a  Children can work in button outside of the game’s screen. (option for full pairs, but most children screen should be available) (background can be may want to work distracting) individually.  The sound is appropriate.  Headphones will be needed  The animation and video clips are clear, easily visible. so it isn’t disruptive to other  Appropriate length of animation: at times the children. introductions tends to be long; can be hard to get  Must have a sufficient characters to repeat themselves amount of computers available for the children.
  • 7. Allen, K. E., & Marotz, L. R. (2007). Developmental profiles: Pre-birth through twelve. New York: Thomson.Gestwicki, C. (2007). Developmentally Appropriate Practice: Curriculum and Development in Early Education- Third Edition. Belmont: Delmar Cengage Learning.Goyne, J. S., McDonough, S. K., & Padgett, D. D. (2000). Practical Guidelines for Evaluating Educational Software. The Clearing House .Huskins, A. (2011, February 10). Unit 3, Class 5: Linking Personal Values To Philosophical Approaches. Sheridan College: Trafalgar Campus. Oakville, Ontario, Canada.Pascal, C. (2007, June 3). The Full-Day Early Learning- Kindergarten Program: Draft Version. Retrieved November 2, 2011, from www.edu.gov.on.ca: http://www.edu.gov.on.ca/eng/curriculum/elementary/kin dergarten_english_june3.pdf