End of Term Self-Reflection
Wordle
Project #2: Wordle
Sunday, December 12, 2010
Sunday, December 5, 2010
Project #10: PLN Final Report
Final Project: Educational Handheld Video Games
In today's technological society, it is not uncommon to see young children absorbed in video games. Everything from the PlayStation 3 and the Wii to the Nitendo DS and the V-Reader has been introducing the youth of day to the technology of tomorrow. But what is the overall consequences of this influx of technological capabilities being introduced to our children? What is the influence of the contents of the games being played by these children? Can these video games educate children beyond the spectrum of technology?
With the obvious willingness of young children to "play" over "studying" in their daily routine, it is no wonder why the two have been incorporated over the years. Educational toys and games have been a parental ideal for years. With the focus of children already being glued to the screens of televisions and portable game players, why not sneak something educational in front of them? V-tech, Leap Frog, and Nintendo are leading in the revolution that is educational handheld video games. Drawing children in with their entertaining concepts, these games are geared so that children are not only learning but also desire to do so.
Case Study on Educational Handheld Video Games
We carefully selected a group of children between the ages of 3-9 with various levels of exposer to video games, and educational video games, to participate in a three week study on the how effective educational handheld video games can be as an educational tool. The children's exposer to educational video games were put into three categories: play educational video games, play non-educational video games, and don't play video games. The children and their parents were interview about education, video games, and educational video games. Then, the children were either given a Nintendo DS or a Nintendo DSi. They also received educational video games which corresponded with their age and educational level.
The parents and their children were instructed to follow the following three-week work schedule as if it were an assignment set home by the child's teacher as homework.
Week 1: Play a science, a reading, and a math game for at least 30 mins each everyday. You may spend as much time on an individual game as you want as long as each game played for at least 30 mins.
Week 2: Play a science, a reading, and a math game for at least 30 mins everyday. You may spend as much time on an individual game as you want as long as each game eventually played.
(At the end of this week, the children were taken to the store to get two additional games each of their choosing, whether it was educational or not.)
Week 3: Play at least 30 mins everyday. You may spend as much time on any of the five games as you want. You are not required to play all of the games everyday.
The parents said that they saw an increase in their children's willingness to not only do this "homework" assignment but also their actual homework. Four parents saw a dramatic increase in their children's mathematical skills and problem solving skills. Five saw a raise in their children's vocabulary, reading skills, and reading comprehension. Four saw a growth in their children's understanding of scientific concepts (such as taxonomy, photosynthesis, astronomy, meteorology, and anthropology). The children grew more comfortable with the handheld video games and enjoyed learning with the educational games. Even when they were not required to and had other options, the children continued to play the educational video games. When taken to get two more games, two children chose to get an educational game. One child chose to get two additional educational games (a history game and a trivia game). The parents agreed that the idea was an innovative way for children and students alike to learn. The parents said that they would not have a problem if their children were to actually be instructed to play the educational video games for their homework. The children all agreed that the games made learning fun and that they would not mind being instructed to play the educational games as homework for school. One parent reported that he allowed his child to play one of the math games to help her prepare for a math test. He was proud to report that his daughter got a 100% on the test.
With the obvious willingness of young children to "play" over "studying" in their daily routine, it is no wonder why the two have been incorporated over the years. Educational toys and games have been a parental ideal for years. With the focus of children already being glued to the screens of televisions and portable game players, why not sneak something educational in front of them? V-tech, Leap Frog, and Nintendo are leading in the revolution that is educational handheld video games. Drawing children in with their entertaining concepts, these games are geared so that children are not only learning but also desire to do so.
We carefully selected a group of children between the ages of 3-9 with various levels of exposer to video games, and educational video games, to participate in a three week study on the how effective educational handheld video games can be as an educational tool. The children's exposer to educational video games were put into three categories: play educational video games, play non-educational video games, and don't play video games. The children and their parents were interview about education, video games, and educational video games. Then, the children were either given a Nintendo DS or a Nintendo DSi. They also received educational video games which corresponded with their age and educational level.
Week 1: Play a science, a reading, and a math game for at least 30 mins each everyday. You may spend as much time on an individual game as you want as long as each game played for at least 30 mins.
Week 2: Play a science, a reading, and a math game for at least 30 mins everyday. You may spend as much time on an individual game as you want as long as each game eventually played.
(At the end of this week, the children were taken to the store to get two additional games each of their choosing, whether it was educational or not.)
Week 3: Play at least 30 mins everyday. You may spend as much time on any of the five games as you want. You are not required to play all of the games everyday.
(The parents of the children shown agreed to have their photos and/or videos and that of their children put online.)
-ResultsThe parents said that they saw an increase in their children's willingness to not only do this "homework" assignment but also their actual homework. Four parents saw a dramatic increase in their children's mathematical skills and problem solving skills. Five saw a raise in their children's vocabulary, reading skills, and reading comprehension. Four saw a growth in their children's understanding of scientific concepts (such as taxonomy, photosynthesis, astronomy, meteorology, and anthropology). The children grew more comfortable with the handheld video games and enjoyed learning with the educational games. Even when they were not required to and had other options, the children continued to play the educational video games. When taken to get two more games, two children chose to get an educational game. One child chose to get two additional educational games (a history game and a trivia game). The parents agreed that the idea was an innovative way for children and students alike to learn. The parents said that they would not have a problem if their children were to actually be instructed to play the educational video games for their homework. The children all agreed that the games made learning fun and that they would not mind being instructed to play the educational games as homework for school. One parent reported that he allowed his child to play one of the math games to help her prepare for a math test. He was proud to report that his daughter got a 100% on the test.
Tuesday, November 30, 2010
C4K assignment review
Nagrom posted a photograph and said that the particular photo was chosen due to the lines which go in various directions. Nagrom asked what the photograph should be titled.
I commented on how I like how the picture is supra-realistic. While the photograph is of something commonly found in daily life, it has an abstract and symbolic feel to it. I said that the beauty of the photograph is in how it can be interpreted differently by various viewers. I said that if and when the photograph is named it should be named in such a way that the title does not sway the way the photo is viewed.
C4K #9: Jacob
He discussed how each class in his school is setting up and running booths for the school's fair day. He said his class is going to have two booths: nail painting and mock-tails. He went on to say that mock-tails are non-alcoholic cocktails. His class will be serving two types of mock-tails: sunrise and summertime.
I left the following comment. "I remember fair day from when I was little... but we never had mock-tails. That sound really interesting though. I guess it was good that your class did two stands. If not, all the boys would have been stuck painting nails. :)"
C4K #10: Chase
He listed his projected Super Bowl winner. I commented that while i don't follow football my brothers and father love it. My older brother thinks the Patriots are going to win. As a devoted fan, my father still says the Dolphins are going to win the Super Bowl.
C4K #11: Jessica
In Jessica's Thanksgiving post, she told how she was visiting her grandmother's house. She says that she is their with her mother, father, and shepherd collie (Checkers).
I commented that I think that Thanksgiving is a great time of year. I said that is it so for more than just the food. It is great due to it's ability to bring families together.
Special C4K: Yasmine
Yasmine posted about what she thought was the best recess ever. She said that best she could remember was on a day that she was playing gymnastics with a group of her friends. They split themselves into two groups. While one worked on agility (through jumping from monkey bar to another) and flexibility, the second group worked on their stunts: back-hand springs, flips.
I commented that although it has been quit some time I remember enjoying the freedom of recess. I also commented that I would have liked to have a similarly enthusiastic group of friends to play with. I ended up playing with my older brother and his friends everyday. This included the mundane job of pretending to be a captured princess for my brother and his friends to rescue. It wasn't as fun as some may think it sounds.
Sunday, November 21, 2010
Blog Assignment #13
I. Blog Assignment #13
A. ALEX (Alabama Learning Exchange)
ALEX is a project resource which is designed to catalog and distribute a variety of educational material and information to educators, students, and parents. It includes everything from lesson plans and interactive activities to Web links. It includes a variety of podcasts which cover everything from the arts and sciences to professional development. It also offers a plethora of information about other educational programs in action in Alabama. As a future educator, I feel that this program could be utilized as an assistive tool throughout my professional career. I could use it as a collaborate tool to see how others my teach a certain lesson. It could as serve as a tool to help build my teaching capabilities through its professional development information. It also serves as a hub for educator collaboration.
B. ACCESS (Alabama Connecting Classrooms, Educators, and Students Statewide)
The idea behind the distant learning program is to allow all students access to all available course opportunities made available to other students which they may not have access to in their own school. For example, a student who is required to take Physics to graduate with honors may not have a Physics teacher at his or her school. The distant learning program allows that student to take Physics with another teacher who works at another school.
II. Additional Assignment #5
Adventures in Pencil Integration
Just Teach Them to Solve for X
This post is metaphoric for the students using computers in education. One person is discussing how the process may be confusing for students; therefore, the old fashioned, straight forward way of teaching should be continued. The others states that it is with progress that confusion will arise. But, once they work through the confusion of working the computers, the students will be able to understand the material much better.
Sketchy Portraits: 8th Grade Identity and Pencils
In this post, the "pencil" is metaphorically used to describe the identity of Eighth graders. They are not in a permanent state. They are caught in the middle of constant alterations. They are growing and changing. They are misunderstood and underestimated. They are up for interpretation and perceived differently by those around them. While externally they all may seem all the same and easily put under one title or classification, they vary greatly. Their potential is sadly limited by what those around them will allow them to do.
He Just Likes the Class for the Pencils
This post introduces the idea that if students take courses which use "pencils" the students will be focusing on the "pencils." The idea is not a new one. There are plenty of people out there who believe that teaching with computers takes focus off of the learning material and puts it on the computers. But this not all together true. While the students might be drawn in by the computers, the focus is on learning. The computers are merely used as an educational tool. Like a camera, computers are not a means to its own end. It takes input to get something out of it.
The Medium Shapes the Learning
The concept that technology in a universal aid in education is an over estimation of the capacity of every element of academia to remain effective when converted into technological terms. If certain things are transferred into a technologically based style, their purpose (and in some cases, their relevance) are also altered.
A. ALEX (Alabama Learning Exchange)ALEX is a project resource which is designed to catalog and distribute a variety of educational material and information to educators, students, and parents. It includes everything from lesson plans and interactive activities to Web links. It includes a variety of podcasts which cover everything from the arts and sciences to professional development. It also offers a plethora of information about other educational programs in action in Alabama. As a future educator, I feel that this program could be utilized as an assistive tool throughout my professional career. I could use it as a collaborate tool to see how others my teach a certain lesson. It could as serve as a tool to help build my teaching capabilities through its professional development information. It also serves as a hub for educator collaboration.
The idea behind the distant learning program is to allow all students access to all available course opportunities made available to other students which they may not have access to in their own school. For example, a student who is required to take Physics to graduate with honors may not have a Physics teacher at his or her school. The distant learning program allows that student to take Physics with another teacher who works at another school.
II. Additional Assignment #5
Just Teach Them to Solve for X
This post is metaphoric for the students using computers in education. One person is discussing how the process may be confusing for students; therefore, the old fashioned, straight forward way of teaching should be continued. The others states that it is with progress that confusion will arise. But, once they work through the confusion of working the computers, the students will be able to understand the material much better.
Sketchy Portraits: 8th Grade Identity and Pencils
In this post, the "pencil" is metaphorically used to describe the identity of Eighth graders. They are not in a permanent state. They are caught in the middle of constant alterations. They are growing and changing. They are misunderstood and underestimated. They are up for interpretation and perceived differently by those around them. While externally they all may seem all the same and easily put under one title or classification, they vary greatly. Their potential is sadly limited by what those around them will allow them to do.
He Just Likes the Class for the Pencils
This post introduces the idea that if students take courses which use "pencils" the students will be focusing on the "pencils." The idea is not a new one. There are plenty of people out there who believe that teaching with computers takes focus off of the learning material and puts it on the computers. But this not all together true. While the students might be drawn in by the computers, the focus is on learning. The computers are merely used as an educational tool. Like a camera, computers are not a means to its own end. It takes input to get something out of it.
The Medium Shapes the Learning
The concept that technology in a universal aid in education is an over estimation of the capacity of every element of academia to remain effective when converted into technological terms. If certain things are transferred into a technologically based style, their purpose (and in some cases, their relevance) are also altered.
Project #15
When looking at another society or culture, a good place to start is always the religion and language. One can learn a lot about a culture from its religion. One can see what is important to the culture, what is the base of the culture, and how the culture was built in relation to other cultures.
Here, I have an introduction to the traditional Hawaiian religion and language.
Traditional Hawaiian Language
Traditional Hawaiian Religion: Hawaiian Gods and Goddesses
This is a basic introduction to the lineage of the Gods and Goddesses worshiped according to the traditional Hawaiian religion. Because there are over 40,000 Gods, Goddesses, Demi-Gods, and Demi-Goddesses, this does not include all worshiped in Hawaii. This video introduces the viewer to the 4 main Gods (Kane, Kanaloa, Ku, and Lono) and their wives and the lineage to the Mother Goddess who leads to the birth of the infamous Pele and her 7 sisters.
For a English-Hawaiian translator click here
Here, I have an introduction to the traditional Hawaiian religion and language.
Traditional Hawaiian Language
| A a | E e | I i | O o | U u | Ā ā | Ē ē | Ī ī | Ō ō |
|---|---|---|---|---|---|---|---|---|
| 'ā | 'ē | 'ī | 'ō | 'ū | 'ā kō | 'ē kō | 'ī kō | 'ō kō |
| Ū ū | H h | K k | L l | M m | N n | P p | W w | ' |
| 'ū kō | hē | kē | lā | mū | nū | pī | wē/vē | 'okina |
Hawaiian pronunciation
Vowels can be long or short. Long vowels are usually written with a macron (ā, ē, ī, ō, ū), but if no macron is available, a circumflex (â, ê, î, ô, û) can be used instead.
The letter combination kiu is pronounced [ƫiu]
The letter W is pronounced [w] or [v] after a, [v] after i or e and [w] after o or u.
The Hawaiian language uses two diacritical markings. The ‘okina is a glottal stop, similar to the sound between the syllables of "oh-oh." In print, the correct mark for designating an ‘okina is the single open quote mark. The kahako is a macron, which lengthens and adds stress to the marked vowel. For example 'pau,' depending on placement of ‘okina and kahako, can mean completed, smudge, moist or ski
Traditional Hawaiian Religion: Hawaiian Gods and Goddesses
This is a basic introduction to the lineage of the Gods and Goddesses worshiped according to the traditional Hawaiian religion. Because there are over 40,000 Gods, Goddesses, Demi-Gods, and Demi-Goddesses, this does not include all worshiped in Hawaii. This video introduces the viewer to the 4 main Gods (Kane, Kanaloa, Ku, and Lono) and their wives and the lineage to the Mother Goddess who leads to the birth of the infamous Pele and her 7 sisters.
For a English-Hawaiian translator click here
Sunday, November 14, 2010
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