Electronic gaming has recently been hailed as the great new potential for transforming education. A growing body of research and practice suggests videogames can motivate as well as teach and help users learn. Fewer scientific studies, but just as much potential, exist within the area of student game development. In part 1 of this two-part article series, we look at the foundational reasons for why game development matters in the K-12 curriculum, both inside and outside of school.
- By Geoffrey H. Fletcher
Chat software (text or media-based) provides an excellent tool in supporting academic dialog (exchange), critical thinking, and knowledge building. The immediacy of the technology provides students with a direct connection with the instructor as well as other students. While chat software is usually used for "chatting," and, therefore, it has a relaxed and colloquial protocol, with a little thought and planning, it can also be used well to support instruction.
In the third installment of their monthly column, blended learning experts Michael B. Horn and Heather Staker address BYOD and other mobile device strategies for blended learning.
- By Michael Horn, Heather Staker
The ongoing debate on the effectiveness of technology use for student learning outcomes still seems to have no clear answers. Some will say technology is highly effective for students; others will say technology has had no measurable impact on outcomes. Why is this, and what can be done about it?
It is inevitable that eventually a school will be able to purchase a total, mobile learning package. But today, putting a pedagogically effective mobile learning initiative into a K-12 classroom means putting pieces to a puzzle together. Based on personal experiences in mobile learning classrooms we are here to bear witness: it IS worth the struggle!
- By Cathie Norris, Elliot Soloway
What do we know about interactive whiteboards? For some, they're indispensable teaching tools. For others, they're just IT waste. Either way, the research isn't really there yet to tell us whether they've resulted in any kind of academic gain for students in the years they've been in use in classrooms. Education consultant Patricia Deubel breaks down the issues and looks for some interim answers.
- By Patricia Deubel
Much has been written recently about the impact of social networking tools in teaching and learning and how educators can build on the skills of their students in using these tools. But if educators only integrate the ability of students to connect and socialize, deeper points of learning will be missed. While good teaching and learning rests on effective relationships, in an active learning community, those relationships should evolve into actual idea exchange and knowledge construction.
The implications for HTML5 technologies on learning are profound. As technologies become more "intelligent" and requirements shift away from the manual skills needed to use them, teaching and learning can focus more clearly on the processes of thinking and application.
In a recent editorial in K-12 Tech Trends by Patricia Deubel, Ph.D, "Should States Mandate Online Learning," the author questions Michigan's new high school graduation requirement, which mandates students take an non-credit online course or learning experience. It should be noted that, in addition to this experience, Michigan has adopted 16 credits state graduation requirements, including four credits in mathematics and three in science—yes, Algebra, Algebra II, Biology, and Chemistry which will go into effect for the Class of 2011.