Chapter 3 Powerpoint
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This document discusses different types of educational technologies including microworlds, simulations, games, and virtual worlds. Microworlds present a simple model of part of the world that students can manipulate to explore alternatives and discover facts. Simulations imitate real processes and allow manipulation. Games incorporate skill, chance, and strategy to simulate reality. Virtual worlds are 3D computer simulations where users take on avatars to interact with others. Examples of each type of technology are provided along with questions to consider about how well they achieve their purpose and how they could be incorporated into classroom learning.
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The document discusses the use of games in education. It notes that digital games tap into how the brain is wired to learn through problem-solving, emotion, collaboration and feedback. Games provide structured learning, emotional engagement and encourage collaboration. Research shows games can teach concepts through active learning, frequent feedback and opportunities for exploration and experimentation. However, games also have limitations like lack of alignment with standards and inaccurate content. The document provides examples of educational games and discusses challenges and strategies for using games in the classroom.
USD340 Games In Education
Games can be effective learning tools when designed well. They engage students through immersive experiences, interactions, and challenges. Well-crafted educational games develop skills through scaffolded practice and feedback within meaningful contexts. However, many classroom games focus narrowly on drill and practice. True games foster exploration, collaboration, and higher-order thinking aligned with curriculum standards. Educators should consider how games can tap into students' natural abilities and motivate deeper learning.
USD340 Games In Education
Games can be effective learning tools when designed well. They engage students through immersive experiences, interaction, and competition/collaboration according to brain research. Educational games exist across subjects like math, language arts, science and economics. Challenges include aligning games to standards and transferring skills from games to classrooms. Virtual worlds also offer engaging educational experiences through exploration, interaction and simulations.
Motivating Students With Math Games
This document discusses using math games to motivate students. It begins by introducing the concept of digital natives and millennial learners, noting their characteristics like being active, multitasking, and preferring collaborative and hands-on learning. It then discusses how games appeal to how the brain is wired to learn, through patterns, emotion, collaboration and problem solving. Specific math games are presented that incorporate these concepts, along with challenges teachers may face in implementing games. Overall the document argues games can better teach students using theories embedded in video games compared to traditional classrooms.
Research through making
This document discusses the maker movement and making in education. It defines making as learning through hands-on experience, dissolving boundaries between subjects, and being constructivist and self-directed. It is not the same as direct instruction, lecturing, or project-based learning. The document advocates for giving students time, space, and tools to make through a makerspace approach in schools, and cites benefits like increased student engagement, creativity, and learning.
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