Advantages of game play have been documented as a tool for improving students’ academic performance and engagement in learning (Garneli, Giannakos, & Chorianopoulous, 2017). One relative advantage is that games provide individualized instruction which can be used for remediation or enrichment to reach all students. Moreover, games offer varied teaching techniques compared to traditional lecture style lessons. This approach to learning can motivate and engage students in the learning process (Garneli et.al, 2017). Notably, games provide a remedy for motivating low performing students with curriculum that have been largely unsuccessful with traditional classroom strategies.
Game play can simulate real world problems while assessments can measure and track growth in learning. Positive outcomes have been recognized in the subjects of social science, science, and for language skill acquisition. More recently, studies have been used to understand the role of games for learning mathematics. However, results have been largely inconclusive (Chang et. al, 2015). Specifically, Chang et. al (2015) questioned if low, middle or high achievers benefit similarly from game play? His research found that a student’s math proficiency level correlates to learning performance in the game. His opinion is that this may be due to a less intimidating setting than the classroom. So that begs the question, what kind of games are right for students? In a research study, Jenkins (2014) discusses the “flood of “edutainment” games entering the market” and the difficulty in determining what games you should be employing for your students (p.60). More recently, in 2017, Garneli determined that the type of game play can and should vary. For example, narrative games, which Garneli defines as serious games, are promising to promote learning in STEM contexts. Yet, he found students preferred games to work on procedural math practices was more enjoyable without a narrative story. Lastly, the relationship between gender and game type can also play into game preference. However, the gender/game preference debate is still undecided since there is difficulty isolating many variables. Games should be offered in a math curriculum as purposeful instruction. The advantage is that it offers yet another learning method for student choice. References Chang, M., Evans, M., Kim, S., Norton, A., & Samur, Y., (2015). Differential effects of learning games on mathematics proficiency. Educational Media International, 52(1), 47-57. Garneli, V., Giannakos, M., Chorianopoulous, K., (2017). Serious games as a malleable learning medium: The effects of narrative, gameplay, and making students’ performance and attitudes. British Journal of Educational Technology, 48(3), 842-859. Jenkins, B., (2014). Don’t quit playing: Video games in the STEM classroom. Techniques, 89(1), p. 60- 61.
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“Whether (hate) is on the playground or virtually, peer cruelty doesn’t seem to have any limits or boundaries”
Access to technology in classrooms has encouraged many schools to adopt an acceptable use policy (AUP). These policies serve as rules and guidelines for individuals to follow for the continued permission to use school networks. Educators are tasked with balancing access to technology and learning 21st century skills and offering a safe learning environment (Common Sense Media, 2017) . While an AUP’s is often the first step to frame rules and procedures, they are generally presented to protect the school district from legal action. Robyler (2016) suggest that a comprehensive AUP contain 5 central components including:
Yet educators are often tasked to enforce AUP’s in an environment that is not policeable. While filters are use to safeguard against accessing unacceptable websites, the highest risk for young adolescents is protecting online identity and reputation. According to the Cyberbullying Research Center and their 2017 report at https://cyberbullying.org/facts, approximately 27% of students have been cyber bullied at some point in their lifetimes. Strickland (2017) states that “As technology has become more ingrained at increasingly younger ages for children, cyberbullying has become a serious issue that teachers and parents are trying to combat.” Due to health implications, the National Center for Injury Prevention and Control (2017) has recognized bullying as a serious public health issue. Cyberbullying has a “major effect on their (student) academic performance as well as their mental and physical health."
The U.S. Department of Health & Human Services suggests the following rules and integrating internet safety into a school culture based on their site stopbullying.gov (2017):
It has been reported that zero-tolerance policies don’t work (Strickland, 2017) and an AUP is only as strong as your commitment to enforce it (Common Sense Media, 2017). Fortunately, public campaigns such as stopbullying.gov and the Kind campaign have begun to educate both students and parents on appropriate online behavior called netiquette. Meanwhile, many schools promote appropriate behaviors through school wide initiatives such as Positive Behavior, Intervention & Supports (PBIS). Alternatively, PBIS relies on teaching students to use technology responsibly, just as you would teach students any other subject in school. References
Common Sense Media, Inc. (2017). 1-1 Essentials - Acceptable use Policies. Retrieved on October 3, 2017 from www.commonsensemedia.org/educators/1to1/aups National Center for Injury Prevention and Control (CDC), Division of Violence Prevention (2017, May 22). Technology and youth: Protecting your child from electronic aggression. Retrieved October 3, 2017 from https://www.cdc.gov/violenceprevention Robyler, M.D. (2016). Integrating Educational Technology into Teaching (7th Edition). Upper Saddle River, NJ: Pearson Education. Scheff, Sue (2013, November 20). Cyberbullying: There is a way out [web log post]. Retrieved October 3, 2017 from http://www.suescheffblog.com/cyberbullying-there-is-a-way-out/ Strickland, Ashley (2017, June 21). Bullying is a ‘serious public health problem’, experts say. Retrieved on October 3, 2017 from http://www.cnn.com/2016/05/10/health/bullying-public-health-zero-tolerance/index.html U.S. Department of Health & Human Services, Stopbullying.gov [website]. Retrieved on October 3, 2017 from https://www.stopbullying.gov/prevention/at-school/rules/index.html Website Links:
http://blog.mrmeyer.com http://mr-stadel.blogspot.com http://www.byrdseed.com http://www.101qs.com |
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