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Cloud computing:
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Most kids in school today have a cell phone, blackberry, phone with web access, etc., and they are not afraid to pull them out of their pockets and use them at any time...much to the dismay of educators. This world of computer resources and applications has changed so quickly that the school handbook cannot even begin to keep up with re-writing the 'rules'. My past principal has even gone so far as to say, "Why can't students access their phones in between classes?" "Why can't a teacher post a mass text message to all her/his students updating them on an assignment change or tomorrow's class challenge?"
Today's students are quite comfortable with current technology. Toddlers are comfortable with interactive games on ipods and laptops. It does seem only logical and reasonable to incorporate "gameplay" into curriculua instruction via computer and video engagement design strategies. I have used and still use "Brainpop" which is a cartoon instruction of content followed up by a 10 question multiple-choice assessment. It's effective, but the kids, looking a little glassy-eyed, seem to be needing more. Prezi (presentations with much more variety and effectiveness than power point) and Gizmos (animation learning and "what if" scenarios with question back-up) web accounts are presently used in the content instruction; but this is not what this study is about.
Prensky (2001) states that electronic games require active engagement in environments, which support discovery, observation, trial and error, and problem solving -- all cognitive traits that are consistent with children raised with technology. Game designers should team up with content specialists to design games that might inform instructional design by looking at methods, strategies, and devices that are supported in entertainment gameplay. Students already play computer and video games that support both multiple and first-person experiences (POV), three-dimensional problem solving, choice, and decision-making as they move through the graphical environment (Riddle).
If instructional design were to include computer and video design, narratives would need to be compelling to support multiple learning activities in complex, multifaceted environments, and to sustain interest over time (Dickey, 2005). Dickey (2005) writes that game designers are at the forefront in developing interacitve design; but I will add that they need experts in educational content to advise them in what content and understandings need to be mastered in the gameplay. This young generation called the i-generation - is completely wired to technology. Technology is so much a part of them that I feel we have little choice but to use it for better instruction.
3 comments:
Hi Denise,
Thank you for expanding on this article with an updated look at all the technology available to students! It is amazing to see how tech savvy toddlers and elementary students are... from cell phones to iPads. I absolutely believe that their preference for digital media is something that has to be taken into account when teachers develop lesson plans and homework assignments. As I mentioned in my blog post, there are many online teaching tools, including the extremely popular Khan Academy, which are starting to be used by teachers.
Similar to this, I have thought a lot about children's interest in music, and how that can be brought into the classroom to facilitate learning. When I say "children", I really mean students of all ages. I am trying to figure out ways to take current pop songs and add in my own lyrics about A&P topics. I'll be sure to let you all know how it goes if I can ever figure it out!
-Jess
Hi Denise:
I want to commend you as well for broadening the required assignment readings on Game Design this week to include information on Cloud Technology and Cloud Computing. This is such useful information because it illustrates how this generation of young people are very well-versed in the use and application of a wide variety of technological gadgets and do-dads.
I totally agree with you that content professionals need to work in alignment with class/teachers/course instructors. In summer session I, I took HED 700 with Professor Vincent Tinto in the Higher Education department, at SU. He revealed that he actively worked with a novice instructional designer in the development of his online course. The ID person did not have any actual professional experience that he could put on his CV, so working on Professor Tinto's course was a win-win situation for the ID person.
Best,
~Aja
Hi Denise,
I have been in classes where the professor makes use of technology and asks the class to tweet comments during the class. These comments can then be posted on the big screen for all to see. I think that is a really great tol to have in the classroom and it makes asking questions easier, in my opinion. I actualy thought we accomplshed a lot more in a shorter timeframe that way because if a number of us had similar questions, they could all be addressed at once. This is not gaming of course, but it is a new use for technlogy. So I agree with the principal you mentioned and I think that kids are different today than they were even ten years ago and that they communicate via technology in a way that the majority of us cannot quite comprehend yet. I am getting used to it myself and finding that the majority of the time, I have an easier time with it than I had originally thought I would. Maybe gaming will be next!
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