TEAM 4 - DGBL by Mark Antle

TEAM 4 - DGBL by Mark Antle https://padlet.com/markantle/nxvt5zd87no1 Jason Harvey, Stephanie Pink, Matthew Sarty en-us 2019-09-29 15:06:31 UTC 2023-04-05 00:23:41 UTC hello@padlet.com Food for thought kkeefe6 https://padlet.com/markantle/nxvt5zd87no1/wish/392426521 Hey everyone, this is starting to look great! Did you know that if you click in the upper right hand corner, you can change the colour of each post? That might be another way to organize your thoughts. ]]> 2019-10-02 13:35:40 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392426521 Making connections kkeefe6 https://padlet.com/markantle/nxvt5zd87no1/wish/392433168 Did you know that you can connect different posts? Perhaps some of the ideas are more related than others? You may also post photos as part of your post. Be careful of posting too many videos as the Padlet may can only support 10 MG. I am not trying to discourage videos but maybe one or two will suffice.]]> 2019-10-02 13:44:43 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392433168 Finding Technology to Use In Your School. msarty https://padlet.com/markantle/nxvt5zd87no1/wish/392441651 I teach in a school with over 1000 students, most of our technology is Chromebooks, and trending towards investing more into Chromebooks over a traditional PC. The PC labs that we do have are always booked. So my first barrier to overcome is simply getting my hands on technology to use. This was also an issue in “the case studies (Sandford et al., 2006), the researchers found that teachers faced predictable technical problems which further exacerbated the scheduling challenges the teachers had in regard to reserving computer labs for their students to play the games in.”

Sandford, R., Ulicsak, M., Facer, K., & Rudd, T. (2006). Teaching with games: Using commercial off-the-shelf computer games in formal education. Bristol: Futurelab. http://www.

futurelab.org.uk/resources/documents/project_reports/teaching_with_games/TWG_report.pdf Retrieved May 12, 2007 from.

]]> 2019-10-02 13:55:58 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392441651 Where do teachers find the TIME? msarty https://padlet.com/markantle/nxvt5zd87no1/wish/392446643 Kirriemuir and McFarlanes’ study identified some of the same barriers I come across in my classroom. The main one being time. Kirriemuir and McFarlane (2003) study found that teachers point out that they did not have enough time to “familiarize themselves with the educational components of the game; adequate time during the class period to introduce the game to students”, or the time too find out is the game supported learning goals.

Kirriemuir, J., & McFarlane, A. (2003). Use of computer and video games in the classroom. http://www.digra.org/dl/db/05150.28025 Paper presented at Level Up: The Digital

games research conference 4–6 November 2003 at the Utrecht University, Retrieved March 18, 2009 from The Netherlands Electronically Available at.

]]> 2019-10-02 14:02:00 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392446643 Professional Development For Teachers To Incorporate Video Games Into The Classroom msarty https://padlet.com/markantle/nxvt5zd87no1/wish/392456902 I see one of the biggest barriers to the integration of technology into the classroom is that teachers are not getting enough professional development. I see this daily in my conversations with teachers as many people come to me with problems that range from, the use of LCD projectors and smart boards, to posting in their Google Classroom. These are basic uses of technology, most people I talk to do not want to try and build an online activity like a matching game or multiple choice quizzes because there is no training available to them and they do not know where to start. To ask these same teachers to bring video games into their classrooms would be very hard. Becker & Jacobsen saw this trend as well, “lack of teacher professional development has also been cited as a barrier for implementation of video games in classroom curriculum” (Becker, 2007; Becker & Jacobsen, 2005). More training needs to be made available to teachers to take advantage of video game in the classroom.

Becker, K. (2007). Digital game-based learning once removed: teaching teachers. British Journal of Educational Technology, 38(3), 478–488.

Becker, K. & Jacobsen, D.M. (2005) “Games for learning: are schools ready for what’s to come?”’ In: Proceedings of DiGRA 2005 conference: Changing views worlds in play, 2005.

]]> 2019-10-02 14:14:37 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392456902 Getting Students Hand-On Time With Video Games msarty https://padlet.com/markantle/nxvt5zd87no1/wish/392481436 When access to technology is a barrier, or access to working technology is an issue as it was in the case study, it means that you have to make do with what you have. If students have to share, that limits the time students have to interact with the game. In the study, students had to rotate in and out of who was directly interacting with the game. This reduces “the amount of “hands-on” time that the students had controlling the game moves” (Watson, Mong & Harris, 2011). Although this might not be completely disengaging for the students that are waiting for their turn to grab the mouse, it is not the best-case scenario for the use of video games.

Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2), 466–474. http://doi.org/10.1016/j.compedu.2010.09.007.

]]> 2019-10-02 14:48:28 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392481436 Traditional classrooms get in the way of integrating video games. msarty https://padlet.com/markantle/nxvt5zd87no1/wish/392486050 My classroom is a traditional classroom, I have no computers for my students to use in the room, and they only devices that they can use regularly are their personal devices. Teaching in a “traditional classroom” gets in the way of me being able to use video games with my students regularly.]]> 2019-10-02 14:54:12 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392486050 Outside Concerns When Using Video Games In The Classroom msarty https://padlet.com/markantle/nxvt5zd87no1/wish/392493281 When thinking about bringing games into the classroom one of the first reactions from the teacher must be “concerns about games being taken seriously by parents and administrators” (Watson, Mong & Harris, 2011). To put this in my context, I teach economics, I look at so many video games that could be used to demonstrate resource management and decision making, then I tie that into what economics is. For me there is always that concern or question, what will parents say, will administration see the value of this experience.

]]> 2019-10-02 15:03:38 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392493281 Maybe We Won't Need High End Gaming Machines. msarty https://padlet.com/markantle/nxvt5zd87no1/wish/392503009 Rice (2007) brings up the issue of graphics quality. Our students are used to gaming at home, with their PS4 or PC, and the technology that we have available at school is definitely not as high quality. So students might not want to play or don’t get excited to interact with the games that teachers offer them because they don’t look as good or they don’t run as well. This is a great point and still an issue today, but I think that we can see this gap closing with more software as a service (SAAS), and offerings like Google Stadia helping to eliminate the need for very expensive equipment.

https://www.techradar.com/news/stadia-everything-you-need-to-know-about-googles-game-streaming-service

Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Journal of Educational Multimedia and Hypermedia, 16(3), 249-261. Retrieved from https://search-proquest-com.qe2a-proxy.mun.ca/docview/205848074?accountid=12378.

]]> 2019-10-02 15:15:42 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392503009 Outside Concerns When Using Video Games In The Classroom - Part 2 msarty https://padlet.com/markantle/nxvt5zd87no1/wish/392518113 “Wider acceptance of video games as an instructional medium in the classroom is hampered by negative perceptions help by educators.” (Rice, 2007) This ties in with thoughts from the Watson case study. Those of us that want to include video games into our teaching are faced with the questions of other teachers, administrators, and parents as too the validity of using video games.

]]> 2019-10-02 15:29:27 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392518113 Overcoming Graphical Limits to Focus on Design. msarty https://padlet.com/markantle/nxvt5zd87no1/wish/392522962 “Creators of the more successful educational game-like environments use three-dimensional software that walks a fine line between graphical sophistication and low resource requirements.” (Rice, 2007) I hope that as the online streaming of video games becomes more commonplace and requires fewer resources in terms of hardware, “creators” (as Rice calls them) will be able to focus on game design and to make engaging game-like environments for our students.

]]> 2019-10-02 15:34:56 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/392522962 When technology is available but you have no access stephaniepink https://padlet.com/markantle/nxvt5zd87no1/wish/393042481 "One to one ratios for students appear to be far from reality" (NCES, 2000). This is a common issue whether the school has
a 1000 students, or only a few hundred. The school for which I mainly substitute within has only 300 students and last year had received a great deal of funding for their learning commons. With all of this money, technology, specifically computers (chromebooks), ipads..etc are now available, but are still difficult to access. The school has a set of class ipads for all of grade k-3, another set for 4-6 and one full set of chromebooks. Most classrooms may only have the teachers computer working and if they are lucky, one other in the room. The computer lab was essentially disassembled when the chromebooks were introduced because many machines were missing parts and those that worked fine were considered as a waste now that better technology was brought in. Many times you have certain teachers who book these items at the same time every day from say morning to recess. So with each grade having 2 classes, that becomes a significant problem for teachers who want to use the devices. I think to overcome some of these challenges at schools where resources are available would be to set up schedules that each class has a given time with the technologies. Not just a sign up sheet where one particular teacher can fill their class in for every available slot.

Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Journal of Educational Multimedia and Hypermedia, 16(3), 249-261. Retrieved from https://search-proquest-com.qe2a-proxy.mun.ca/docview/205848074?accountid=12378.

]]> 2019-10-03 14:26:21 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/393042481 Video games and learning outcomes stephaniepink https://padlet.com/markantle/nxvt5zd87no1/wish/393059370 While teachers ponder the use of video games in their classroom, connecting the game to the curriculum outcomes can sometimes be a challenge. Although as Rice (2007) discusses, "informal learning may occur through using the products" (p.257), many teachers are hesitant to use video games because they often don't see the connections that can be made to the curriculum outcomes. This will pose as another barrier when teachers consider that it will take them extra time and effort to judge if it will be a good game and try to make it work for their outcomes. Not all teachers will be opposed to this because when we develop lessons, we still must read and gauge the material we are going to use to see if it will work with our overall learning outcomes.

Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Journal of Educational Multimedia and Hypermedia, 16(3), 249-261. Retrieved from https://search-proquest-com.qe2a-proxy.mun.ca/docview/205848074?accountid=12378. ]]> 2019-10-03 14:49:58 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/393059370 Choosing the right games stephaniepink https://padlet.com/markantle/nxvt5zd87no1/wish/393510247 Although not directly mentioned as a barrier in either of this weeks articles, one barrier that I feel has come up over this course is whether the students enjoy the game, is it fun, does it engage them? As teachers we are faced with a task of finding games that will not only connect to the learning we wish the students to receive, but it has to be a game that will engage and motivate. The study from week 3 by Laffan et al. (2016) discusses the relationship between SVGC"s, video game engagement, and happiness. The findings showed that those participants who reported "prominent punishment features as well as presentation features were more likely to experience a flow state" (p. 547). A flow state had been previously defined as a "positive state in which an activity is so engaging that all else becomes oblivious to the individual" (p.545). Flow appeared to be present when played with social features, and also when rewards are a part of the game (p. 547). These are features that as teachers we could take into consideration when chooses games as to improve engagement levels.

Laffan, D. A., Greaney, J., Barton, H., & Kaye, L. K. (2016). The relationships between the structural video game characteristics , video game engagement and happiness among individuals who play video games. Computers in Human Behavior, 65, 544–549. https://doi.org/10.1016/j.chb.2016.09.004]]> 2019-10-04 12:45:11 UTC https://padlet.com/markantle/nxvt5zd87no1/wish/393510247