Video Games For TIES 2008

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Video Games For TIES 2008

  1. 1. Online Simulations and Having F Video Games un is a G ood Thing ! Glenn Wiebe glennw@essdack.org
  2. 2. Sticky idea?
  3. 3. Video games help to rewire brains
  4. 4. This is Erin
  5. 5. Erin hates history
  6. 6. She’s not that fond of science, math or english either
  7. 7. and
  8. 8. she’s not alone
  9. 9. “I have to power down when I get to school.” HS student
  10. 10. So what?
  11. 11. “Today’s students are no longer the people our educational system was designed to teach.” Marc Prensky
  12. 12. “If you wanted to create an educational environment that was directly opposed to what the brain is good at doing . . .
  13. 13. “. . . you would probably design something like a modern classroom.” John Medina Brain Rules
  14. 14. Yeah . . . so?
  15. 15. Tic Tac Toe
  16. 16. Pong
  17. 17. Galaga
  18. 18. SimCity
  19. 19. Second Life
  20. 20. Games haven’t gotten simpler over time
  21. 21. They’ve gotten more complex
  22. 22. Why?
  23. 23. Because the brain demands it
  24. 24. “The brain developed to solve problems relating to surviving in an unstable, outdoor environment and to do so in near constant motion.” John Medina Brain Rules
  25. 25. Can I eat it?
  26. 26. Can it eat me?
  27. 27. Can I have sex with it?
  28. 28. What then . . . is your job?
  29. 29. Convince a 14 year old that writing a five paragraph essay is essential for her survival
  30. 30. Brains search for patterns
  31. 31. Brains work best when emotional chemicals are increased
  32. 32. Brains want to work with others
  33. 33. Games provide structured patterns
  34. 34. Games create emotional connections
  35. 35. Games encourage collaborative learning
  36. 36. Games become about “survival”
  37. 37. “Better theories of learning are embedded in the video games many children play than in the schools they attend.” James Gee What Video Games Have to Teach Us About Literacy & Learning
  38. 38. Grand Theft Childhood Lawrence Kutner How Computer Games Help Children Learn David Williamson Shaffer Don’t Bother Me, Mom -- I’m Learning! Marc Prensky
  39. 39. So . . . whatcha thinkin’?
  40. 40. AP US History
  41. 41. Let’s play a little! Have fun but . . . be thinking just a bit about learning theory
  42. 42. Get the goodies at: historytech.wordpress.com Presentations - “Having Fun is a Good Thing”
  43. 43. www.stopdisastersgame.org
  44. 44. magic.pen.fizzlebot.com
  45. 45. What are the characteristics of a highly effective learning environment?
  46. 46. • Students get to control the action / make choices • Players become the experts • Creativity & problem solving are encouraged • Receive immediate feedback
  47. 47. • There’s always an answer • “Modding” is supported • Trial and error works best • It’s almost always better in groups
  48. 48. What games do you use?
  49. 49. “All child drug addicts . . . are comic-book readers. This kind of thing is not good mental nourishment for children!” Fredric Wertham, Seduction of the Innocent, 1954
  50. 50. Gaming myths?
  51. 51. www.pbs.org/kcts/videogamerevolution/impact/myths.html
  52. 52. Scientific evidence links violence and video games www.pbs.org/kcts/videogamerevolution/impact/myths.html
  53. 53. Scientific evidence links violence and video games It’s mostly kids & mostly boys www.pbs.org/kcts/videogamerevolution/impact/myths.html
  54. 54. Scientific evidence links violence and video games It’s mostly kids & mostly boys Gaming creates isolated loners www.pbs.org/kcts/videogamerevolution/impact/myths.html
  55. 55. www.pbs.org/kcts/videogamerevolution/impact/myths.html
  56. 56. “Mini” & complex games are the same www.pbs.org/kcts/videogamerevolution/impact/myths.html
  57. 57. “Mini” & complex games are the same It’s really not that big of a deal www.pbs.org/kcts/videogamerevolution/impact/myths.html
  58. 58. secondlife.reuters.com
  59. 59. What can you adapt? What are some questions? What are some possible challenges?
  60. 60. Third World Farmer www.3rdworldfarmer.com
  61. 61. www.nanoquest.ie
  62. 62. www.knowledgematters.com
  63. 63. www.dimensionm.com
  64. 64. www.discoverbabylon.org
  65. 65. www.beyondspaceandtime.org
  66. 66. www.seriousgamesresearch.com
  67. 67. www.nps.gov/webrangers
  68. 68. www.plimoth.org/education/olc
  69. 69. www.teamtreks.com
  70. 70. www.educationalsimulations.com
  71. 71. electrocity.co.nz
  72. 72. www.making-history.com
  73. 73. mystworlds.ubi.com
  74. 74. www.peacemakergame.com
  75. 75. www.travelpod.com/traveler-iq
  76. 76. www.budgethero.org
  77. 77. So what kinds of things can games do?
  78. 78. Games can: • increase literacy skills • teach problem solving skills • simulate authentic situations • encourage collaboration • engage students in content • lead to sophisticated research
  79. 79. And what kinds of questions should a teacher ask?
  80. 80. Challenges
  81. 81. Challenges Takes time • What are you willing to give up? Standards alignment • Games are just a tool / not a silver bullet
  82. 82. Takes money • Hardware / software / computer upgrades Technology issues • Not enough stations or “power” • Appropriate games • Apple vs. PC
  83. 83. Assessment issues • PBL rubrics, participation grade, self- evaluation, presentations & written work
  84. 84. Tips Know about cheat codes and walkthroughs Parental permission Look for demo games
  85. 85. Quick start? Read about games Play a favorite game Ask your kids about their games Start with online “mini” games
  86. 86. What’s your elevator speech?
  87. 87. quot;People do not quit playing because they grow old; they grow old because they quit playing.quot; Oliver Wendell Holmes
  88. 88. Tech integration questions? Social studies issues? I would love to hear from you! Glenn Wiebe glennw@essdack.org socialstudiescentral.com historytech.wordpress.com View presentations at: slideshare.net/glennw98

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