• Increased Student Collaboration
• Increased Student Participation
• Team Projects are easier to review
• Rich eLearning Media available
• Video Conferencing abilities

• Student distraction can become issue
• Lack of control for inappropriate content
• Relying on Social Media for all contact

• Facebook
• Twitter
• Whatsapp
• Instagram 
• Snapchat
• Telegram 

• Lack of technology skills or support
• Online abuse
• Time required to monitor

• Games are a great way to practice new vocabulary. They provide students a great context in which to use their target vocabulary. Instead of going home and memorizing word lists, they actually get to use them, which, in turn, helps them remember more.
• Games help students get rid of inhibitions when it comes to actually speaking the language, which is a problem for many students. They find it hard to communicate even though they know a language well enough. Games help them be more creative and spontaneous when using the language, helping them overcome shyness.
• Games help students enhance their communication skills in general. Communication is at the core of games. Many people think that adult students especially should have much less trouble communicating when compared to children, but that isn’t really the case. In facts, in many cases adults are even more nervous to children when it comes to communication and trying new things. In a friendly competitive environment, they become less afraid to ask questions or reframe their own thoughts. As a result, games help them better convey their thoughts and intentions to their teammates.
• Games help keep up the levels of energy and motivation. Learning isn’t all about learning new grammar and vocabulary, then trying to quietly decipher the meaning of a new text. Playing a game is a nice break from that routine. The competition boosts energy levels and sort of pushes students to make a cognitive effort in the spirit of winning without them realizing it.

• The first thing to remember is that games should be fun, controlled fun, to be exact. The instructor should be monitoring the progress of the game carefully in order to ensure that the students are indeed getting all the benefits intended by the game. Otherwise, it can become simply horseplay - too noisy and out of control.
• Another thing to consider is that some students may not like games at all and prefer other activities instead. It’s the instructor’s job to take into account the student preferences and choose games that will benefit all participants.

• Intervention — If a student is struggling to demonstrate understanding of core material, you may consider using a game to address his or her trouble spots. The game you choose should therefore deliver content that adjusts itself to player knowledge and learning style. This should help the student gain a better understanding of difficult material.
• Enrichment — As students master core material, you may want a game that presents content through different media. For example, it may give questions through text, audio, images and more. This should encourage students to challenge themselves as they explore new ways to process the content.
• Reinforcement — Instead of using games to teach and engage individual students, entire classes can play to reinforce curriculum content. This can also make game-based learning a group activity. Some games have multiplayer features and students may naturally compete against each other to earn higher scores.

• Teacher Control — Many educational games offer teachers the ability to control content and adjust settings for individual students. For example, some let you match questions to in-class material, delivering them to specific players.
• Intuitiveness — Whether it’s a physical or video game, it should be easy to use. Students should challenge themselves by processing and demonstrating knowledge of the content — not by stressing over how the game works.
• Engagement — Based on the content and how it’s presented, determine if students will enjoy the game. If it’s engaging, students should inherently want to play and, as a result, learn.
• Content Types — To accommodate diverse learning styles, the game should offer different types of content. For example, an educational math video game may present questions as graphs, numbers and word problems.
• Content Levels — To address diverse trouble spots and aptitudes, the game should use differentiated instruction principles to adapt content to each player. For example, a language video game may focus more on pronouns with one student than another.

The family makes critical contributions to student achievement, from earliest childhood through high school … When schools engage parents and students, there are significant effects. When parents are involved at school, not just at home, children do better in school and they stay in school longer.

• Roleplay
• Charades
• Simon Says 
• Tic Tac Toe