Video Games Promoting Learning

Video Games Promoting Learning

1-      Flower: https://www.playstation.com/en-us/games/flower-ps3

This non-competitive game was created by Sony in 2009. It depends on the ability of the player to control the wind. It starts by a single flower petal flowing through the air. When it touches the ground, it creates more flowers so the player can flourish a dead grass area, and transform a landscape into a more beautiful one. What I liked about the game is that it is not violent, the music is relaxing, and the natural scenes are ones that I like. Sony says that this game stimulates emotions, and promotes relaxation.

In an adult classroom setting, especially in ladies only classes, this game could be played to reduce the tension after a difficult task or quiz. It can also be used as a motivation to work harder on a certain task.

2-       Minecraft: https://minecraft.net

This game was developed in 2012 by a Swedish company. It consists of building blocks that the player uses to create different objects such as water, mountains, etc. The player is given the choice of how he/she would like to play this game. The player is placed in a certain location, and he/she has to find his way by walking in a certain trail of deserts, rivers, mountains, etc. There are some obstacle that the player faces such as hostile creatures that would destroy the construction, so the player has to combat them. The player also needs to eat, so he/she would hunt cow or chicken for example, how to find ways for making money to survive.

I believe this game is useful in promoting creativity, and problem solving which lead to critical thinking skills. Squire, 2012 used the expression “interest driven learning, pp.46” to describe such games. In an adult classroom this game can be useful as he suggested in determining the students’ needs which allows the teacher to realize how to motivate reluctant students. Steinkuehler, C., & Duncan, S. (2008) assure that online games can promote team work, collaborative learning, and stimulate shy and reluctant students’ interest as they get involved in a virtual community. Gradually they will know how to communicate with their partners on personal basis which will lead to better language communication competency since games are not restricted to “the designed environment in which activities take place. pp. 531”.

References

Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age.

New York, NY: Teachers College Press

Steinkuehler, C., & Duncan, S. (2008). Scientific habits of mind in virtual worlds. Journal of Science Education & Technology, 17(6), 530–543

http://www.educationworld.com/a_tech/benefits-minecraft-classroom-students.shtml

www.teachthought.com/.../50-of-the-best-video-games-for-learning

 

 

Social Networking

 

Social Networks in Adult Classrooms

Twitter

https://twitter.com

Twitter is a social network created in 2006. Users can create an account and start following friends and post their own “tweets, and hence the chain of followers will start.

This technology can be used in ESL classrooms as a way of building community especially in short courses. I can use it for the first three or four days to post different questions, and as learners reply, they will start to know each other on personal basis. It can also serve as an informal way of learning outside class. As I give feedback, and because learners can read each other’s posts, they will benefit from the comments. This will help them improve their writing skills faster. Because each tweet is limited to 140 characters, they will not find it time consuming to read or reply to posts. In more advanced classes learners can use this technology for reflecting on materials covered in class, or ask clarification from the teacher regarding a certain point.

Ning:

www.ning.com

It is a website that allows users to create a social network, either privately or publicly. It can be used to post videos, photos, blogs, etc. I believe it is beneficial for teachers who wish to interact with their students on academic basis. Because the website will be public, learners will not be encouraged to share personal information. This ensures that communication takes place for educational purposes. This technology can be used outside class when learners need to discuss a certain subject, collaborating with each other and get feedback from the teacher. They can also use as a means of peer revision when practicing writing skills. Every week I can assign a different book to read and discuss with the class.

References

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.

https://en.wikipedia.org

Week 2

Online dictionaries:

dictionary.reference.com

dictionary.cambridge.org/

These are online applications used for increasing vocabulary using mobile devices.

Since almost all learners possess smart phones, this online tool could be a fast way of looking up words instead of the traditional dictionary activities. It is like walking around with their dictionary all the time. These applications are also helpful in teaching pronunciation since learners have could hear the word pronounced. Like paper dictionaries, the words are presented in different contexts, so leaners will learn more than one way of using the word in addition to learning it in different parts of speech. Learners can use these online dictionaries while reading texts. They can also be used for writing activities when learners want to use a specific word that they only know in their first language.

 

Google Docs

Docs.google.com

This is like a word document from google that can be created and used by various learners. Leaners could access and edit their shared files at their own convenience outside class.

This application could be used as a collaborative tool outside class in the case of teaching face to face courses. For example when learners are summarizing a book, each could be assigned a role such as correcting grammar, spelling, etc. and providing rational. Besides ending up with an integrated writing, learners will be able to benefit from each other’s skills.

Another use is group work in case of online courses. As learners might be living in different time zones, each can access the shared file according to his/her convenience. I tried it myself in the previous course with my two colleagues and it worked perfectly well for the three of us. They both live in the USA, ET and CT, and I am nine and ten hours ahead, and we were able to do a perfect job.

References

http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=3&sid=c96e0592-aa28-477e-b519-c22f70500906%40sessionmgr4003&hid=4214

 

 

Week 2

1- Online dictionaries:

dictionary.reference.com

dictionary.cambridge.org/

These are online applications used for increasing vocabulary using mobile devices.

Since almost all learners possess smart phones, this online tool could be a fast way of looking up words instead of the traditional dictionary activities. It is like walking around with their dictionary all the time. These applications are also helpful in teaching pronunciation since learners have could hear the word pronounced. Like paper dictionaries, the words are presented in different contexts, so leaners will learn more than one way of using the word in addition to learning it in different parts of speech. Learners can use these online dictionaries while reading texts. They can also be used for writing activities when learners want to use a specific word that they only know in their first language.

 

2- Google Docs

Docs.google.com

This is like a word document from google that can be created and used by various learners. Leaners could access and edit their shared files at their own convenience outside class.

This application could be used as a collaborative tool outside class in the case of teaching face to face courses. For example when learners are summarizing a book, each could be assigned a role such as correcting grammar, spelling, etc. and providing rational. Besides ending up with an integrated writing, learners will be able to benefit from each other’s skills.

Another use is group work in case of online courses. As learners might be living in different time zones, each can access the shared file according to his/her convenience. I tried it myself in the previous course with my two colleagues and it worked perfectly well for the three of us. They both live in the USA, ET and CT, and I am nine and ten hours ahead, and we were able to do a perfect job.

References

http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=3&sid=c96e0592-aa28-477e-b519-c22f70500906%40sessionmgr4003&hid=4214

 

 

1- Blogs

As a foreign language teacher, I believe blogging is an ideal way to get learners more comfortable when they start learning writing skills as it is usually the hardest skill to develop. Learners will be able to improve spelling, language function and use, and hence the ability to convey meaning; in general it is a reflection of the learner’s language abilities and how much he/she is learning.

Blogging can be used as a collaborative writing tool; students can be divided into groups, the assignment or the project will be accessible to all participants, thus each learner will be able to read, reflect, edit mistakes, and provide a rational for any action he or she does on this writing part. Learners with lower language abilities will be able to benefit from a peer with higher language skills which will improve the quality of their project as a whole. At the same time, the teacher will have access to the learners’ blogs, and corrects and/or recommends any changes for a better presentation. This method could be very beneficial for online and face to face learners will be able to access at their own convenience especially that most adult learners are working or taking care of families. However, I would not recommend it for online learners solely as I believe a language has to be learned through live interaction between learners and their peers as well as their teacher.

2-      Podcasts:

This technology also has its potential success in foreign language learning especially English as it has the widest demand among learners. These podcasts are useful for listening, speaking, and presentation skills. These podcasts allow learners to listen to various audio materials, familiarizes them with different genres. Learners have to simply choose their area of interest for relevant topics. It also helps learners get ready for speaking and listening exams, take listening tests online. O’Bryan and Hegelheimer (2007) suggest that they might serve as a source of external classroom dis­cussions to strengthen the material covered in class and prepare learners for upcoming classes. They are also helpful in amending pronunciation, and increasing vocabulary in certain areas of interest which could provide immigrants with better employment opportunities since they are developing their computer skills at the same time. ESLpod.com offers over 500 free downloadable audio files.

http://lincs.ed.gov/publications/pdf/technology_paper_2010.pdf