The document discusses game-based learning and analyzes its growing popularity and pros/cons. It describes several educational game programs including Quizlet, Quia, Kahoot, and EDpuzzle. These games develop students' critical thinking skills and make learning more engaging as students can learn from mistakes without embarrassment in a competitive environment. However, teachers need skills to take on roles like facilitator and may lack gaming knowledge. The document also describes case studies where these games were used successfully in middle school classes for subjects like history and math.
Presented at the Oregon Technology in Education Network OTEN 2016 Conference.
This session reviews three apps — Nearpod, Ed Puzzle, and Schoology — for supporting Differentiated Instruction (DI), and shares outcomes from their initial exploration in different classrooms in a Future Ready Middle School.
The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs.
Speaker:
Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012.
Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.
Presented at the Oregon Technology in Education Network OTEN 2016 Conference.
This session reviews three apps — Nearpod, Ed Puzzle, and Schoology — for supporting Differentiated Instruction (DI), and shares outcomes from their initial exploration in different classrooms in a Future Ready Middle School.
The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs.
Speaker:
Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012.
Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.
Here is a success story about Insight 360.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Point.
Bill McIntosh
Authorized K-12 Consultant for eInstruction by Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Stay Connected - @eInstruction • Facebook
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
Classteacher's Classpad
Classpad, the latest innovation by Classteacher Learning Systems, is a personalized educational tablet for learning and assessment. Various learning modules and ebooks for K-12 are available on the Classpad which completely changes the experience of accessing learning materials for students. This handy gadget is a three- in- one combination learning device, reading device and an assessment device.
Classpad facilitates personalized and interactive learning and makes education accessible to every learner according to his/her individual intelligence level and talent. Students can now give undivided attention to learning modules, attempt assessments and get immediate results to further enhance their learning. Classpad can assist in reducing the monotony of repetitive study sessions, thereby making learning more interesting and engaging.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Smartboard lesson plan for elementary school with adaptations for high school ecology. Provides lesson slides, embedded videos, links to websites to explore and link to an interactive SMART Notebook lesson. A hands-on project based activity is included. How to use the lesson over several days in the high school classroom, tips, ideas and considerations for Universal Design for Learning are all included.
20-item Professional Education 1 LET Reviewer | FlippEDFlipped Channel
Link for the correct answers:
http://bit.ly/LETGeneralEducation
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Here is a success story about Insight 360.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Point.
Bill McIntosh
Authorized K-12 Consultant for eInstruction by Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Stay Connected - @eInstruction • Facebook
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
Classteacher's Classpad
Classpad, the latest innovation by Classteacher Learning Systems, is a personalized educational tablet for learning and assessment. Various learning modules and ebooks for K-12 are available on the Classpad which completely changes the experience of accessing learning materials for students. This handy gadget is a three- in- one combination learning device, reading device and an assessment device.
Classpad facilitates personalized and interactive learning and makes education accessible to every learner according to his/her individual intelligence level and talent. Students can now give undivided attention to learning modules, attempt assessments and get immediate results to further enhance their learning. Classpad can assist in reducing the monotony of repetitive study sessions, thereby making learning more interesting and engaging.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Smartboard lesson plan for elementary school with adaptations for high school ecology. Provides lesson slides, embedded videos, links to websites to explore and link to an interactive SMART Notebook lesson. A hands-on project based activity is included. How to use the lesson over several days in the high school classroom, tips, ideas and considerations for Universal Design for Learning are all included.
20-item Professional Education 1 LET Reviewer | FlippEDFlipped Channel
Link for the correct answers:
http://bit.ly/LETGeneralEducation
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Submission Ide af1fb4fa-0f26-4e87-9aca-72ea1575de9f53 SI.docxdeanmtaylor1545
Submission Ide: af1fb4fa-0f26-4e87-9aca-72ea1575de9f
53% SIMILARITY SCORE 13 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 27%
Institution 26%
Kayla Figueroa
Technology PP_GCU.pptx
Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
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Use of whitespace before comma and b...: , ,
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
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Student: Submitted to Grand Canyon Univers.
Submission Ide af1fb4fa-0f26-4e87-9aca-72ea1575de9f53 SI.docxdavid4611
Submission Ide: af1fb4fa-0f26-4e87-9aca-72ea1575de9f
53% SIMILARITY SCORE 13 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 27%
Institution 26%
Kayla Figueroa
Technology PP_GCU.pptx
Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
Use of whitespace before comma and b...: ) )
Use of whitespace before comma and b...: , ,
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
Use of whitespace before comma and b...: ) )
Student: Submitted to Grand Canyon Univers.
Assessment is a common aspect of each and every classroom. In tVinaOconner450
Assessment is a common aspect of each and every classroom. In the twenty-first century classroom, assessment for learning is essential to ensure that students are mastering key skills. The video,
Assessment for Learning (Links to an external site.)Links to an external site.
, points out key strategies that can be employed in the classroom in order to ensure student success. After watching the video, share your thoughts on the structures and strategies a teacher needs to put into place in order to ensure that an effective classroom environment is created to foster twenty first century learning.
Choose one of the following digital tools to enhance your written response (
Smore (Links to an external site.)Links to an external site.
,
Prezi (Links to an external site.)Links to an external site.
,
PowToon (Links to an external site.)Links to an external site.
,
Sliderocket (Links to an external site.)Links to an external site.
,
Screencast-O-matic (Links to an external site.)Links to an external site.
, or other presentation software). Utilizing technology in this discussion will further prepare you for the Final Project in Week 6.
Address and include the following:
Key strategies from the video
Your own ideas about both formative and summative assessments
How both sets of ideas could be implemented to create an effective classroom environment
Be sure to include examples to illustrate and support your ideas.
Professor: We speak a great deal about assessment and accountability and how each has an integral role in student achievement. Yet, many are still left with the feeling our current level of testing is too rigid, too demanding, not differentiated.........basically a whole bunch of phrases which leaves many with the feeling the current assessments used in schools do not provide the "whole picture". The Partnership for 21st Century Skills (2007) suggests, "While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as language arts, mathematics, science and social studies, there are a comparative lack of assessments and analyses focused on 21st century skills" (p. 1).
Using either the article or your own thoughts and reflections, how should teachers assess 21st Century Learning Skills?
21st Century Skills Assessment (Links to an external site.)Links to an external site.
Reference:
Partnership for 21st Century Skills. (2007). 21st century skills assessment. Retrieved by http://www.p21.org/storage/documents/21st_Century_Skills_Assessment_e-paper.pdf
Designing effective lessons
Without question, one of the key points that make a class successful is having lessons that are engaging and effective. Creating these types of lessons does not happen overnight; planning requires time, focus and a careful eye to ensuring that the needs of each student are met. So, how does a teacher create a rigorous curriculum plan that leads to improved student perfo ...
Design and develop of en e learning content based on multimedia gameijseajournal
This paper aims to develop e
-
learn
ing contents for multimedia technology lesson with the purpose to assist
students in learning the subject. The multimedia game was used to make the lesson more interesting and at
the same time to provide students with real example of how multimedia works.
The effectiveness of the
developed contents was studied by comparing results of the same test from students taking conventional
class
-
room lectures and those using the developed e
-
learning contents. We found that the latter performed
better at the statisti
cal significance level of 0.05.
Similar to Module 3 game based learning leyla sarikaya (20)
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. Running Head: INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 1
Game-Based Learning
Leyla Sarikaya
American College of Education
2. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 2
Introduction
In this application assignment, the growing use of game-based learning will be analyzed, and the
pros and cons of incorporating games in the classroom will be summarized. There are also some
educational game based programs will be described.
Part 1: Growing Popularity of Game-Based Learning and Pros and Cons of Game-Based
Learning
Spires (2015) explains that "Many digital games require players to master skills (e.g.,
strategic and analytical thinking, problem-solving, decision-making, adaptation to change) that
are in demand in today’s workforce” (p.125). Educational game-based learning develops
students critical thinking skills. The game-based learning is a student- centered learning that
makes students active learners in the class, students engage in the classroom, and work towards
assigned goals, make mistakes but learn from their mistakes, think critically and work in a group.
Renaud & Wagoner (2011) state that “Well- designed educational games supplement instruction
by allowing students to develop critical thinking and problem -solving skills and learn by failure
without embarrassment” (p.59). All over the world, many classrooms move to game-based
learning approach. In a traditional system, students are the passive listeners and memorize what
they are told, but in educational game based learning, students actively work in the class and
learn the cause and facts of the topics, and the real-life skills are developed in educational game-
based learning approach. “Interviews with the players showed that they were very much
interested in learning through games and were even excited about the idea of having games
integrated into their educational curriculum rather than listening to classroom lectures” (Ramirez,
2010).
3. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 3
According to the Marklund & Alklind Taylor, “Game-based learning places a lot of
demands on teachers and requires them to take on many different roles, each of which requires a
particular skillset” (p.134). In the Marklund and Alklind Taylor’s case study, they conducted
with 7th and 5th-grade teachers to implement educational games in their classes. Students are
provided laptops, but they were not enough for each student, so two students shared one laptop.
The students were taking different classes. The 5th-grade class worked on history, but 7th-grade
students worked on geometry and mathematics. The goals were set for each grade, and the
curriculum is aligned accordingly. According to the case study, "5th-grade students made iconic
structures and rudimentary societies from the Medieval Ages and 7th-grade students calculated
scale ratios, drew blueprints, and built simple geometric objects and scale models of real-world
objects” (Markland and Alkind Taylor 2016, p. 124). At the end of the case study, it is informed
that students are engaged learning, and developed critical thinking skills. The picture of studies is
attached below.
In the study case, there are some points explained that teachers should not have a lack of
information about gaming, and they need to take different roles like a game facilitator, teacher,
advisory, etc.
Trybus (2017) explains that “Learning doesn’t mean rote memorization—it means
acquiring the skills and thought processes needed to respond appropriately under pressure, in a
4. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 4
variety of situations” Trybus also analyzed the traditional, hands-on, and educational gaming
approaches as in the chart that is attached below.
Traditional
Training (lectures,
online tutorials)
Hands-on
Training
Game-based
Learning
Cost-
effective
X X
Low physical
risk/liability
X X
Standardized
assessments
allowing student-to-
student
comparisons
X X
Highly
engaging
X X
Learning
pace tailored to
individual student
X X
Immediate
feedback in
X X
5. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 5
response to student
mistakes
Student can
easily transfer
learning to real-
world environment
X X
Learner is
actively engaged
X X
There are some pros and cons of educational game based learning. When it is considered
the pros of the game based learning that students are active learners, it is encouraging and
engaging students. It develops students critical thinking skills, and make ready them for the real-
life experiences. Students take actions and share their experiences one another. Students learn
from their mistakes without feeling embarrassment.
The cons of game-based learning that many teachers may have a lack of knowledge about
the games which are implemented in a classroom. Teachers may have a hard time to take
different roles like a game facilitator, teacher, etc. Some of the games may not be appropriate for
the students. The game which cannot be aligned with the curriculum.
Part 2: Different Games
There are a different kind of educational games can be used in a classroom. As a
Language Other Than English (LOTE) teacher, I first checked whether the games are related to
our curriculum or not. I also checked whether I could edit the languages or not.
6. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 6
1: Quizlet and Quizlet Live
The URL of the website https://quizlet.com/latest and https://quizlet.com/192676732/live
Quizlet is an educational website that teachers and students can create their study sets, and
practice them everywhere. I first created a teacher account and added my classes on the quizlet.
You can change languages depends on what language to teach. In my classroom, whenever I
finish a vocabulary or reading section, I first let my students create their study sets that they can
record their voices, upload images on the study sets than I pick a random study set and create a
game on the live section of quizlet. Students see this screen below and type the join code
7. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 7
In quizlet.Live game, there should be at least six students in a classroom. When all students enter
the game, the system automatically creates random groups and assign names for each group, and
then students work in a group to answer all questions. The fastest team gets points if they
respond to the questions correctly. This game can be used for grade levels. Students both get
very excited and recall the previous topics too. Students learn how to work cooperatively and
support one another during the game. The students also speak the target language in class and
practice what we learn in class. Students can also work outside of the classroom by log in to
their quizlet account.
8. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 8
2: Quia
The URL of the website is https://www.quia.com/nominate.html
I just explored this website this week and created my classes and activities. In this website,
teachers can create their classes, and assign a different kind of activities and quizzes to classes.
On Quia, My students especially like the activity part. On activity section, there are different
kind of games which are a battleship, hangman, puzzle, picture perfect, scavenger hunts, etc. The
activities make students recall the vocabulary or any phrases that are covered in class. Students
first need to log into their account and go to assigned works section then they can play the
activities.
A teacher also can add links and videos or pictures to activities to make the activities
more creative. As in the example below, I uploaded a Quizlet link on the activity section, so my
students review the vocabularies by clicking the flashcards and complete the assigned activity
quickly.
9. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 9
This game based website can be used in middle and high school students. Last week, I tried this
site for all my classes 6th grade through 11th graders, and they all enjoyed it and did not have a
hard time to figure out the website.
10. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 10
3: Kahoot
The URL of the website is https://create.kahoot.it/#
Kahoot Website does not require educators to set up any classes. After creating a username and
password, the website is ready for us to create quizzes, discussions, and surveys. When a quiz is
created, I can upload videos, pictures on the questions. Whenever the study sets are ready, just
click on the play link that will show on the account and the system will create a game. Students
need to type the join code to study the assigned works. It is a very competitive that all students
participate in class, and get very excited. The Kahoot help my students recall assigned reading,
vocabulary sections, or grammar sections. I can also find other teachers ‘works and copy to my
account also edit the study sets if it is necessary. Kahoot can be used for the 4th and 5th grade,
middle and high school students.
12. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 12
4: EDpuzzle
The URL of the website is https://edpuzzle.com/
Edpuzzle is a video website that allows teachers to create their classes. The purpose of the
website is to use videos in a classroom setting. I explored that I can edit the videos by adding
questions, recording the videos, cutting some parts if they are not necessary and using them as an
educational tool. I created a teacher account and uploaded any videos related my pacing guide. It
is an excellent listening assessment tool that is a video version of the listening assessments. It is
13. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 13
an exquisite resource for visual learners. I could assign the videos by adding questions, and
discussion parts, so my students both enjoy the video and learn visually. Instead of just making
students listen to a text or workbook listening sections, it is better to assign videos and edit it
regarding assigned curriculum of the classes. EDpuzzle can be used for all grade levels,
especially for elementary kids.
15. INSTRUCTIONAL MODELS FOR DIGITAL LEARNING 15
References
Marklund, B. b., & Alklind Taylor, A. a. (2016). Educational games in practice: The challenges
involved in conducting a game-based curriculum. Electronic Journal Of E-Learning, 14(2), 122-
135.
Ramirez, C. G. R. (2010, July). Implementation of a digital game-based learning environment
for elementary education. 2010 2nd International Conference, volume 4.
Renaud, C., & Wagoner, B. (2011). The gamification of learning. Principal Leadership, 12(1),
57-59
Spires, H. A. (2015). Digital game-based learning. Journal Of Adolescent & Adult
Literacy, 59(2), 125-130. doi:10.1002/jaal.424
.
Trybus, J. Retrieved March 11, 2017 a, from http://www.newmedia.org/game-based-learning--
what-it-is-why-it-works-and-where-its-going.html