Double Entry Journal # 9

Why should programming be part of school curriculum?

"...groups of youth had begun working collaboratively

together to create projects with a group name, such as “DGMM,” for

The Dang Good Money Makers. Youth also began to work independently

of mentoring support, reflective of the high volume of projects beginning

in June 2006, on complex projects and problems that they encountered in

Scratch..."

 

Anything that promotes collaboration, fun, AND INDEPENDENCE needs to be in the school curriculum.  It is hard for me to think of current classroom activities that hit all three of these area. 

 

What are the barriers to implementing programming in schools?

"The volunteer mentors were college undergraduates, who were enrolled in an Education Minor course that focused on gender, culture and technology. As part the course requirement, these Undergraduates became mentors at the Computer Clubhouse, where they helped Clubhouse members in planning, developing and completing various design projects, while simultaneously learning various aspects of programming. We had a total of 38 Undergraduates enrolled over the course

 

This quote points out that often time and involvment barriers stand in the way of implementing something like this into school.  I could imagine the rejection that some veteran teachers would have if we were to implement programming into our school.  Lack of time or unwillingness to get invlolve and mento this program could stand in the way.

 

However it is important to note that programs like this can break barriers:   

"Projects like these eliminate barriers between high and low pop cultures

How can barriers to implementing programming in schools be overcome?

"Applied to the Computer Clubhouse setting, the technical dimension involved the introduction of new software, the organization of new activities such as workshops and gallery presentations, and the addition of mentors that were inexperienced programmers."

 

If we can give the reluctant veteran teachers proper training and show them the pros to programming in the curriculum, we could break the barriers.

 

Additional Reference:

This article discusses how it's "time for video games in school." Note: will have to use UCA to view article

 

Citation:

D'Amato, L. (2005, Dec 03). Time for video games in school, york professor says. The Guelph Mercury. Retrieved from http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/355834457?accountid=10797

Rough Draft of Game (Skip the Skier Slope Game)

Story Board Google Doc

Double Entry Journal #8

Quote:

Most importantly we feel that youth were able to creatively insert themselves and their interests into their media artwork. In the case of Brandy’s artwork, her personal style and the inspiration for the work reflected Brandy’s interest in cartoons and her personal connection to the Clubhouse mentor. Opportunities such as the ones presented in this paper, are particularly important for urban youth who are often seen as pushing new adaptations and transformations of media but are also perceived as standing on the sidelines of technology development and production.

Explanation:
I enlarged the font of the standout parts of this quote.  Educators often are afraid to try anything such as this with their "special ed" students as they assume it will be too difficult.  I know that I am guilty of not doing a particular technology assignment/creation with a particular group based off of their poor literacy skills.  I think it is important to note that reading literacy and  media literacy are two different things and it is possible for a child weak in one area, but strong in another.  I know that I have had students that have a weakness in the classroom, but excel when it comes to creating a PowerPoint or doing a TechSteps lesson in Excel.  It is important for teachers to realize and incorporate technological opportunities that can help students (possibly struggling students like Brandy) express themselves.


Additional Resource:
This article is possibly controversial as it makes the statement: "The bottom line? If you spend a lot of time in front of a computer as a child, you'll probably increase your chances of getting a job in the future. But you may not be nearly as literate or good at math as you might have been had you read more books or played more chess."

However it makes some points that I agree with (and some that I'm "iffy" on).  I was looking for an article to examine how a child can have strengths in technology and weaknesses in core subject; I found this article instead(not exactly what I was looking for) and found it an interesting read I would share: Are Computers Really Bad for Kids?

Week 9

What is the academic concept students will be involved in as they play the game?

Students will practice finding the slope of the line. 

What is the story line?

Skip the Skier is just learning how to ski.  He can not descend down a slope steeper than -1 or he will crash.  The students will have to decide if certain slopes are too steep for Skip or if skip can safely make it down safely.

Who is the main character?

Skip the Skier

What does the main character do to win the game?

Select 5 slopes that Skip can safely go down without messing up.

What challenges will the main character face to move up a level?

The slopes will be more challenging as the game goes on.  It will be obvious at the beginning that -8 is too steep of a slope for skip. However, towards the end, it will be more challening for students to realize that -8/7 is steeper than -1.


MOTIVATIONAL GAME(Note - mine will have more of a plot):

Double Entry #7

Quote:
...shooting games like HALF LIFE require players to apply certain motor skills; puzzle game such as MICROSOFT MINESWEEPER require players to use logical-thinking skills.  This context-oriented feature of games limits the trans-formative effect between individuals' gaming experience and the individuals' daily practices, including education. Therefore, choosing games that can help learners connect their gaming experience to authentic learning tasks is important for educators.


Explanation:
The quote I selected from the passage is more of a paragraph,but what stood out to me is what is in large font; I wanted to include the context from that quote.  This stood out to me because it helped remind me the importance of game selection.  It is important for an educator to select a game that can help build authentic learning experience.  I have witnessed and been guilty of incorporating technology/games just because "it's the 21st century and we're supposed to;"  however, the game or technology did not fit that educational task at hand. Teachers need to be careful not to select a game "for the heck of it" or to say, "Hey, look at me in my 21st century classroom!"  It is important to remember the driving force in selecting games: making connections to experience authentic learning tasks.


Additional Resource:
Article on how gaming can improve information literacy.  (note: I found this through the FSU library page so you may need to log in with your UCA)
How Gaming Could Improve Information Literacy

Scratch Pacman Game

Double Entry Journal #6

Quotes:
1)  "Youth don’t love the technology itself—they just love how it enables them to communicate all the time, express themselves, and be entertained."

2)  “Better theories of learning are embedded in the video games many children in elementary and high school play than in the schools they attend."

Explanation of Quotes:
I chose two quotes this week.  The first quote is one that I strongly agree with, but never thought before.  I have even told my own students, "You love the internet/facebook/twitter/etc. way too much!"  This quote made me realize its not the "internet" or social network itself that students love.  They love being able to be heard; they love constant communication; they like the entertainment that their peers provide, whether it be a funny YouTube video or a rant about a "bad day."  Too often we refer to students like their technologies, but they like what technology offers.

I chose the second quote because it at first was offensive.  I almost wanted to disagree.  However, in some cases, I can see that it can be true.  If we are not preparing our students for the 21st century, they may not be prepared at all.

Additional Resource:
Great video outlining the educational benefits to social networking:

Catlib

I really had fun making this!