Double Entry Journal #5

Quote:
"The findings reported here suggest that a level of direct teacher involvement can result in focused opportunities for students to engage curricular content."

 Selection of Quote:
I select this quote to emphasize that when trying a game like Civilization III to increase curricular knowledge, DIRECT TEACHER INVOLVEMENT is key.  I can see the benefits that this game brought, but to focused opportunities.  Without the teacher's guidance as to "Why build the city here?" or "Why is the city in disorder?" the students may not have been able to make the cultural gains that they did.  I think that this article shows a great example of how to incoporate games effectively. 

Additional Resource:
I need to "see" something in order to get an idea of what this Civilization game is.  This is about a newer version of the Civilization game (Civilization V), but it gives me a better idea of what kind of game the students were playing:

About Me Project

• What was your inspiration? I just went skiing so I wanted to incorporate the slopes somehow.
• How did you do that?:

 

• What did you get stuck on? How did you get unstuck?  It took me forever how to figure out how to incorporate my picture.  I couldn't find my file.  I just kept browsing around and finally figured it out.
• What are you most proud of? Why?  My husband actually took the picture of the slope in the backgroud from a few weekends ago.  I'm proud that I was able to incorporate the photo.  I was also proud that I figured out how to "glide" the sprite down the slope.

Double Entry Journal #4

Quote:
"We judge whether young men like Julio can read and write competently based on their performance on topics we care about. It just so happens that those are not always topics he cares about." 

Explanation of why I chose this Quote:
Even in math, I judge competency based on the items that I select.  This article made me think: Am I making the selections based on what culture says is okay?  If someone in my class who I know is an avid gamer is failing, would I be apt to blame the video games?  Would I ever consider somehow incorporating the math behind video game creation to reach this child?  or would I just blame the video games and determine the child is incompetent in eighth grade math.  I need to make sure that I don't just choose assignment based on what I care about.  I need to teach my content standards and I need to make it be about the students.  If a lot of my students are into video games, then I should incorporate video games.

Additional Resource:

Since this article had me thinking of ways to interest the "gamer" population in eighth grade math, I found this video.  It discusses geometric transformations in in animations, like those in video games!

Ideas for Scratch Game

I would like my game to involve solving equations since that is what we are currently doing in the classroom right now.  I would like to include some funny animation (like a dancing lady or talking duck) to occur when the question is answered correctly.

Using All 12 Scratch cards

Getting Started Tutorial

Double Journal Entry # 3

Quote:

"New technologies, especially the Internet, offer much potential as vehicles for intercultural collaborative inquiry, allowing us to develop global perspectives on local issues and to find complex approaches to complex problems. However, technology is only a tool-and one that is only as powerful as we choose to make it. Better understanding the value of this tool to support learning is a central concern and priority in our work."

Reaction:

I agree with this quote.  There is much potential in technology.  As an educator, better understanding the value of this new tool should be a concern and priority.  This tool will only be as powerful as I choose to make it.  If I ignore the fact that technology exist, I am keeping intercultural collaborative inquiry from my students.  I should not form an opinion on the "good" or the "bad" of gaming/technology without better understanding the tool itself.

Extra:
Towards a Framework for Understanding Electronic Educational Gaming
I found this article using the FSU library website (you will probably have to log on to view it).  This article can help educators "better understand" gaming and find/use the value of this technology.  The author admits  the field of education still lacks a comprehensive framework for exploring the role of the games for teaching and learning, the relationship of educational games to other fields, and a synthesis of best practice for current and future design, implementation, and research. The purpose of this article is to set a framework for understanding past, current, and future research in educational gaming.

 

 

Scratch Game

I chose this game because the tune was catchy, you get more points by solving equations correctly.  The game ends when you miss three equations. It has to do with what I am teaching right now - solving 2-step equations with negative coefficients. 

Double Entry Journal #2

Interaction:

"Games do talk back. In fact, nothing happens until a player acts and makes decisions."  This is very true in Gardens of Times.  Your garden does not grow if you just sit and stare at the screen.

 

Customization:

Gardens of Times has different levels.  You can practice the first level as many times as you want until you are ready to move on to another level.

 

Agency:

Of course this game allows you to feel "ownership and control" as you defeat levels to build your garden however you want.  You can place the artifacts where you want.  You are in control.

 

Pleasantly Frustrating:

I had to choose this one because this is a feeling I often felt with the game.  The game was doable, but challenging at times.  I was frustrated when I knew I just saw and object, but I could not remember where I saw it. 

 

System Thinking:

Garden of Times had me thinking about how my actions (what I build) would affect my future actions.  Will I run out of room if I place an item in a particular spot and not be able to build my reputation?

Performance Before Competence:

The more I perform (play the game), the more competent I am.  I do not have to gain competence before performance.  As I practice, I get a better understanding of "how."

Teen, Games, and Civics

3 things I learned:
In the study, 97% said they have played video games.

Teen boys tend to play more mature or adult only rated game than girls.

Teens see more gamers being kind than hateful.

2 things I agree or disagree with:
I agree that gaming is very social.

I agree that civic gaming experiences do relate to civic engagement.

1 question I have:
Are their specific games that have been proven to have little or no social benefits?

Are video games making kids smarter?

3 things I learned:
Kids today have to have extreme multitasking skills to operate today's video games

For the most part, average IQs of the population are continually increasing.

Studies have show that violent games don't make children violent.

2 things I agree or disagree with:
I agree that gamification works for this generation. A prime example of gamification is the MyFitnessPal app; if anyone is trying to lose weight out there, get it(it's free). MyFitnessPal app is a calorie and exercising counting app. Based on your current weight and goals, you are given a "net calorie" goal. The app is a networking app similar to Facebook/twitter. At the end of each day, MyFitnessPal will let your "friends" know if you have completed your food diary under or over your goal. Eating healthy has seriously became a game for me. I can create recipes on the app by entering ingredients and I seriously see how many calories I can save by swapping healthier ingredients like whole wheat items, skim milk, mozzarella cheese, ground turkey, etc. Needless to say I've lost nearly 10 lbs the first month of using this app and this video just made me realize why; it works for my generation:). The app also lets your friends know when you lose weight, exercise. I seriously feel like I hit the fire-shooting block in Mario every time I track. (PS. If you want to use it, my name is sarahcline7- you can add me:).

I agree that the kids are alright. They are going to be just fine.

1 question I have:
Can I get a speeding camera that will enter me into the lottery to win the speeders' money in my town? I seriously think that that gamification will get me to stop speeding forever:).

Your Brain on Video Games

3 things I learned:
90 percent of children play video games.
The mean age of a gamer is 33 years old!
The vision of those who play video games is better than the vision of those who don't play video games.

2 things I agree or disagree with:
I agree that video gamers are better at successfully multitasking. My brother is a video gamer and a king at multitasking!

Like wine, video games have a number of "beneficial ingredients" and when used in the correct dosage, video games can be beneficial.

1 question I have:
I can see the benefits of puzzle-solving and increased "mind-bending" skills that video games, but I'm curious as to when do people video game "too much" or are there any proven negative aspects of gaming?