How does Google work?
This short video from one of Google's developers will explain it in 4 minutes or less. Very interesting! If you teach, you should share this with your students!
Thursday, March 17, 2011
Thursday, March 3, 2011
Create with Kerpoof!
My students are very interested in creating digital content. They have been using such websites as GoAnimate and Bookemon, but they have a new favorite: Kerpoof. Kerpoof is a free website where students can create animated movies, original artwork, greeting cards, word pictures, and digital stories.
The story starters provide a theme for the students to begin imaginative stories. The graphics for the backgrounds and characters allow the students to illustrate their stories easily so they can concentrate on the story line and character development.
Another nice feature are the teacher tools and lesson plans. The resources for teachers make Kerpoof fit into instruction across the curriculum. There is also a group message board for students and teachers to chat with each other. Classes can be set up so each student has a unique user name and password.The settings are all controlled by the teacher. Messages can be deleted by the teacher in the teacher tools section of the website. There are also chat controls to allow or limit student messaging.
Once a student creates an asset, they save and post it. Their teacher and classmates can view it from the message board and leave comments and award stars. The students also earn points for their creations that they can use to purchase additional scenes, props, and characters in the store.
If you want your students or your own kids at home to have fun and create original digital stories easily, check out Kerpoof!
The story starters provide a theme for the students to begin imaginative stories. The graphics for the backgrounds and characters allow the students to illustrate their stories easily so they can concentrate on the story line and character development.
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| Student created picture of a basketball game. |
Another nice feature are the teacher tools and lesson plans. The resources for teachers make Kerpoof fit into instruction across the curriculum. There is also a group message board for students and teachers to chat with each other. Classes can be set up so each student has a unique user name and password.The settings are all controlled by the teacher. Messages can be deleted by the teacher in the teacher tools section of the website. There are also chat controls to allow or limit student messaging.
Once a student creates an asset, they save and post it. Their teacher and classmates can view it from the message board and leave comments and award stars. The students also earn points for their creations that they can use to purchase additional scenes, props, and characters in the store.
If you want your students or your own kids at home to have fun and create original digital stories easily, check out Kerpoof!
Saturday, October 23, 2010
Helping "Digital Immigrants"
If we are to believe Marc Prensky, I am a Digital Immigrant.
We got our 1st VHS VCR when I was 12 years old. There were no computers in my high school except in the Business Lab. I had several programs on large floppy disks. My first Windows operating system was 3.11. All of the folders were right there on the desktop. Opening File Manager was the way to access the software. There was no email or Internet connectivity in my home. Our printer had long rolls of connected paper...
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| Windows 3.11 |
What a difference between then and now. There are phones that function almost identically as a computer. The World Wide Web keeps us moving and email, texts and chats keep us communicating.
In my current position as Technology Teacher at my elementary school, it is my responsibility to assist teachers how to integrate technology into their instruction. Most embrace the opportunity, but a few refuse to get in the Digital boat!
So how can you convince ... I mean motivate someone how to take those 1st shaky steps into the world of technology? First of all, don't push. Some Digital Immigrants (DIs) are just getting used to checking their email regularly. To force too much technology at one time will frustrate the user. Here's what I suggest should be done...create a educational technology plan for that individual, complete with measurable goals and objectives. Once an objective is reached and a goal is met, it gets removed and a new one appears at the end.
Sound silly? Not at all. Educational planning is the key to being prepared to deliver good instruction. It will map out the course and the user can take one step at a time, at their own pace. What is silly is expecting a teacher who has never been trained, to jump right in using a Smart Board in their instruction! I'm going to create a sample plan and post it here next week.
Terri
Sunday, September 5, 2010
My Virtual Classroom!
In my quest for a truly safe yet virtual game experience for my ITV class, I have found a Web 2.0 tool called Whyville. It has all the features I wanted such as chat rooms, games, creative activities, and even shopping! But the thing I like most is the safety.
After I registered, I was allowed to take a tour. I even earn my "Chat License" which takes the user through scenarios and makes them decide what is or is not a dangerous chat. For elementary students, this feature is a must, and as a parent and teacher I was happy to see it as a prerequisite for the chat feature.
Another safety precaution is since I registered as a teacher, I had to complete a verification form with my school name, principal's name, and my state of license. This is another well-planned safety precaution. I am introducing this to my parents after the Labor day holiday, and I know they will feel comfortable with my choice. I'll write more after I receive my approval.
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| I earned my "chat license" in Whyville |
Another safety precaution is since I registered as a teacher, I had to complete a verification form with my school name, principal's name, and my state of license. This is another well-planned safety precaution. I am introducing this to my parents after the Labor day holiday, and I know they will feel comfortable with my choice. I'll write more after I receive my approval.
Sunday, August 29, 2010
BP14_Flash CS4
For my final post about my experience learning Flash, I have to say that, even the beginner course that I took went over my head as soon as Todd, the presenter, started talking about using Action Script 3.0. I have a mental block when it comes to code, very similar to the mental block I had for Algebra in high school!
I created our school website from scratch 7 years ago using Front Page. My principal constantly received phone calls about how wonderful the site was, and some even shared ideas about how to expand the site using teacher web pages. Front Page was a very easy-to-use web designer that the school district supported. Other web masters used Dreamweaver and posted via ftp, but I was satisfied with the capabilities of FrontPage. Then, 2 years ago, we got some new support staff in the IT department that wanted to migrate to SharePoint. Those of us who previewed it didn't like it. The design tools were not as fun to use as FrontPage, and after all, it was for an elementary school!
The new IT guys developed a CSS, or cascading style sheet for each school to use as a template. The district was now looking for uniformity as well as accessibility. Some of my dynamic web content could no longer be used since it could not be read by a screen reader for a person with disabilities. I felt my creativity was being challenged, and I ignored the polite suggestions of a redesign. But after 2 years of this, the district became more insistent that I change over. I agreed, and this is the resulting website: Griffin Elementary. (I DID create the blended picture of the eagle looking over our school!)
When training to use the CSS in my site, the IT guys kept talking about "the code". How code had changed from HTML to XTML and how CSS was now the most popular. They had us open the template in the code and I got nauseous! Letters and parentheses and numbers took me back to my high school algebra class, that I know I only passed because my teacher played poker on Wednesday nights with my Dad.
So it was earlier today when I was trying learn about Action Script 3.0 in Flash. Definitely must learn it since we will be using it in a few months, but I have to repeat those videos! I am confident that with determination, I can learn Flash, even if it takes me 3 or 4 times viewing the videos!
I created our school website from scratch 7 years ago using Front Page. My principal constantly received phone calls about how wonderful the site was, and some even shared ideas about how to expand the site using teacher web pages. Front Page was a very easy-to-use web designer that the school district supported. Other web masters used Dreamweaver and posted via ftp, but I was satisfied with the capabilities of FrontPage. Then, 2 years ago, we got some new support staff in the IT department that wanted to migrate to SharePoint. Those of us who previewed it didn't like it. The design tools were not as fun to use as FrontPage, and after all, it was for an elementary school!
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| Screen shot of school website default page |
When training to use the CSS in my site, the IT guys kept talking about "the code". How code had changed from HTML to XTML and how CSS was now the most popular. They had us open the template in the code and I got nauseous! Letters and parentheses and numbers took me back to my high school algebra class, that I know I only passed because my teacher played poker on Wednesday nights with my Dad.
So it was earlier today when I was trying learn about Action Script 3.0 in Flash. Definitely must learn it since we will be using it in a few months, but I have to repeat those videos! I am confident that with determination, I can learn Flash, even if it takes me 3 or 4 times viewing the videos!
Reading
As I continue my journey into the topic of my research, "Using Game-Based Learning to Teach Positive Behavior", I have found so many more articles, that I am tempted to ask if I can change or update my list of resources. The first article I read was from Newsweek magazine and was titled Gaming the System. (Tyre, P, 2007). The article discussed how a student had no time to do his reading and writing assignment, but had plenty of time to work on his video game assignment for his technology class.
In teaching Instructional TV in an elementary school, I see this all the time with my students. One of my 3rd graders did not pass the state assessment and was retained and has to repeat 3rd grade. When I saw his family at Orientation, his father pulled me aside and said the only reason he wanted to go back to school was to be on the news team. Now this student had anxiety issues in 2nd grade and was frequently sent out of the room to the Media center or sent home. He cried a lot, and now that he has to repeat 3rd grade, his parents are trying to be as positive as possible.
So I had a conversation with his classroom teacher, an excited, young teacher who wants to use all the technology at her disposal in her teaching. The selection of this teacher for my student is a perfect match. I asked her to try to give him a leadership role using the interactive white board, or any other idea she has. After 1 week of school, he has not exhibited any negative behaviors, however, we are all watching him closely.
There have been many organizations that use games to teach, such as the armed forces and businesses. These are mostly simulation games, but they are easier for the student to use because of the motivation factor. Why it has taken schools to embrace this idea is beyond me. We need to be using tools that we know will motivate our students to want to learn. (Tyre, P. 2007). Tyre continues that teachers in the more progressive states of California, New York, & Maryland have already designed lessons around videogames in several different subjects.
The sooner our teachers understand that we first need to motivate the students to want to learn, the sooner they will (hopefully) accept using game-based learning in their instruction.
The second article I reviewed was called Handheld Gaming in Education, by Lim & Wang. This article looked at a project developed called "EcoRangers". The project was designed to help students work cooperatively while solving problems by questioning and discussion. (Lim & Wang, 2009). Students used handheld devices that were capable to text, and responded via text to the problem proposed by the instructor. It was interesting that, as my research will hopefully prove, students not only benefited from the highly motivational activity, they also shared opinions and views they would not have ordinarily contributed. The reason for the change in student contributions was that it was a no-risk activity. The texts were not identified by user to the group, although the instructor could see who was responding and who was not. This is an important piece for use in assessment of the activity.
Likewise, my theory that students will be more honest to share their feelings and opinions when using game-based learning, is evidently supported by this article. With face to face confrontation, there is such a high risk of embarrassment and ridicule that people chose not to share the important issues they need to discuss.
The third article I reviewed this week was called Rapid Communication; Relationships between Electronic Game play, Obesity, and Psychosocial Functioning, by E.Wack and S. Tantleff-Dunn in 2008. The researchers pointed out early on that there has been conflicting findings when examining electronic game play, and that was the basis for their study. (Wack. E. & Tantleff-Dunn. S. , 2008).
While I was less interested in the findings about obesity, it was interesting to note that their research proved that electronic game play has been given a "bum rap". Their study found that many gamers spent time playing only when there was a friend to play with. Games then began to take on a social relevance all their own, as many 18 - 19 year old young men would rather socialize online rather than going out. (Wack. E. & Tantleff-Dunn. S. , 2008).
In my own observations of my 16 and 19 year old sons, it seems that game play is almost always a social event. In fact, no one wants to play with the Wii console unless there are at least 3 other players. We have turned video games into a social event by inviting friends over to play Wii games or to play some of the interactive DVD games.
I am glad to see that this week's readings have for the most part supported my theory for my Action Research project.
In teaching Instructional TV in an elementary school, I see this all the time with my students. One of my 3rd graders did not pass the state assessment and was retained and has to repeat 3rd grade. When I saw his family at Orientation, his father pulled me aside and said the only reason he wanted to go back to school was to be on the news team. Now this student had anxiety issues in 2nd grade and was frequently sent out of the room to the Media center or sent home. He cried a lot, and now that he has to repeat 3rd grade, his parents are trying to be as positive as possible.
So I had a conversation with his classroom teacher, an excited, young teacher who wants to use all the technology at her disposal in her teaching. The selection of this teacher for my student is a perfect match. I asked her to try to give him a leadership role using the interactive white board, or any other idea she has. After 1 week of school, he has not exhibited any negative behaviors, however, we are all watching him closely.
There have been many organizations that use games to teach, such as the armed forces and businesses. These are mostly simulation games, but they are easier for the student to use because of the motivation factor. Why it has taken schools to embrace this idea is beyond me. We need to be using tools that we know will motivate our students to want to learn. (Tyre, P. 2007). Tyre continues that teachers in the more progressive states of California, New York, & Maryland have already designed lessons around videogames in several different subjects.
The sooner our teachers understand that we first need to motivate the students to want to learn, the sooner they will (hopefully) accept using game-based learning in their instruction.
The second article I reviewed was called Handheld Gaming in Education, by Lim & Wang. This article looked at a project developed called "EcoRangers". The project was designed to help students work cooperatively while solving problems by questioning and discussion. (Lim & Wang, 2009). Students used handheld devices that were capable to text, and responded via text to the problem proposed by the instructor. It was interesting that, as my research will hopefully prove, students not only benefited from the highly motivational activity, they also shared opinions and views they would not have ordinarily contributed. The reason for the change in student contributions was that it was a no-risk activity. The texts were not identified by user to the group, although the instructor could see who was responding and who was not. This is an important piece for use in assessment of the activity.
The third article I reviewed this week was called Rapid Communication; Relationships between Electronic Game play, Obesity, and Psychosocial Functioning, by E.Wack and S. Tantleff-Dunn in 2008. The researchers pointed out early on that there has been conflicting findings when examining electronic game play, and that was the basis for their study. (Wack. E. & Tantleff-Dunn. S. , 2008).
While I was less interested in the findings about obesity, it was interesting to note that their research proved that electronic game play has been given a "bum rap". Their study found that many gamers spent time playing only when there was a friend to play with. Games then began to take on a social relevance all their own, as many 18 - 19 year old young men would rather socialize online rather than going out. (Wack. E. & Tantleff-Dunn. S. , 2008).
In my own observations of my 16 and 19 year old sons, it seems that game play is almost always a social event. In fact, no one wants to play with the Wii console unless there are at least 3 other players. We have turned video games into a social event by inviting friends over to play Wii games or to play some of the interactive DVD games.
I am glad to see that this week's readings have for the most part supported my theory for my Action Research project.
BP13_Flash CS4
I just finished Chapter 4 of this tutorial and I learned that the word "tweens" doesn't just mean a young adolescent. Tweens is another word for animations. Each type has a different function. There are 3 kinds of tweens in Flash and they are shape tweens, motion tweens, and bone tweens.
The presenter kept using the term "scrubbing the play head." I had never heard that before, but found out it simply means moving the play head across the time line in order to preview your animation without previewing the entire clip.
Motion tweens are the most commonly used tweens in Flash. Using a key frame, (which I understood to be an in point or out point for a motion from Final Cut Pro), you select your symbol in the movie and designate start and end points in the time line. All you have to do then is right click on the time line and select motion tween. Flash will do the rest!
Shape tweens are best understood as changing the shape of a graphic using motion. Vector shapes must be used to create a shape tween. Since I am not well versed in what vector shapes actually are, I had to look it up. A vector shape is a shape using geometrical elements like points an lines. (see example retrieved from www.openshotvideo.com) All you have to do is set your key frames in the time line, make the changes to your vector shape, and right click on the time line. Choose select shape tween, and that's it.
If by now your head is about to explode, I can understand. I had to review these videos over, and now that I have the concept, I will be able to try it in the software.
The last type of tween is the bone tween. This is one I really liked! By selecting parts of a limb on a movie, you can animate it! To achieve this, you first have to have created another layer of the part of the limb or bone you want to animate. Use the bone tool to click on the joints, click and drag from point to point, and set up the time line for the length of your animation. Use key frames to create your stop and start points and right click to select motion tween.
When I saw the arm of the movie file move, knowing it had been manipulated by Flash with little effort, I thought of some of the other things that I could animate with this software! I have a logo created for the name of news team. (SEN News: Soaring Eagle Network News). It's pretty, but certainly does not include and motion. So I was thinking, why not make the eagle fly in? I'll be working on it and will post my results!
The presenter kept using the term "scrubbing the play head." I had never heard that before, but found out it simply means moving the play head across the time line in order to preview your animation without previewing the entire clip.
Motion tweens are the most commonly used tweens in Flash. Using a key frame, (which I understood to be an in point or out point for a motion from Final Cut Pro), you select your symbol in the movie and designate start and end points in the time line. All you have to do then is right click on the time line and select motion tween. Flash will do the rest!
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| Example of a vector shape |
If by now your head is about to explode, I can understand. I had to review these videos over, and now that I have the concept, I will be able to try it in the software.
The last type of tween is the bone tween. This is one I really liked! By selecting parts of a limb on a movie, you can animate it! To achieve this, you first have to have created another layer of the part of the limb or bone you want to animate. Use the bone tool to click on the joints, click and drag from point to point, and set up the time line for the length of your animation. Use key frames to create your stop and start points and right click to select motion tween.
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| Bone tween in Flash. (Image from www.lynda.com) |
Saturday, August 28, 2010
BP12_Flash_CS4
For my week 4 practical experience, I chose to work with Adobe Flash CS4. I had taken a course on Flash CS3 a few years ago at the Florida Education Technology Conference (FETC) and enjoyed it, but since I did not have the software on my school or home computer, I was not able to practice. When learning new software, you have to be able to practice and explore on your own. Needless to say, I remember nothing from FETC, and have to start completely over!
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| Flash CS4 Interface in the Essentials Layout |
Using videos on Lynda.com, I began with an introduction to the software. Since I have Flash installed on my MacBook, I was able to follow along with the presenter as he toured the interface.
The next few videos in chapter 1 of the Flash training introduced me to the common file extensions used in Flash. They are FLA, or flash file, SWF, the Flash movie file, and the supported files such as FLV, F4V, and MP4.
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| Working with Symbols in Flash CS4 |
Up to this point I was able to follow along with the video, but when the presenter started discussing object drawing and merge drawing modes, I had to pause the video frequently to digest and try out the information. I learned how to draw ovals and rectangles and how to drag a shape from the library onto the stage. The example we used had a logo on it and I learned how to double click on the symbol to remove the logo. That's when I started getting excited!
I imported a picture file, a music file and a video file. After each import, I was able to preview the the changes by selecting control, test video.
I finished 3 chapters this morning, and feel more confident than ever. I will take on another group of chapters this afternoon. So check back and see what else I found out!
Sunday, August 22, 2010
Reading
The first article I read this week for my action research was “Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation.” Written by M. Dickey, it discusses the impact of virtual reality and collaborative games like SIMS and Second Life. She defines them as MMORPGs or “massively multiple online role-playing game.” The difference in these types of games is that they are interactive and require not only the ability to follow the rules of the game and exhibit some skill, they also require higher order thinking skills in order to solve the problem posed by the game.
Because the MMORPGs are geared toward solving problems rather than just reacting to stimulus, there are many instructional designers taking a second look at how to design learning games.
The second article, “Linking Pedagogical Theory of Computer Games to Their Usability,” similarly to the last one argues whether gaming is relevant and what kind of gaming is best. Ang, Anvi & Zaphiris feel that there is much potential in using games, and that we need to focus on “learning through games rather than learning how to play games.” Therefore, we should be looking into how learners will interact with games and the effect of learning with gaming over time. (Ang, Anvi, & Zaphiris, 2007).
The authors used a diagram, seen below to illustrate the typography of games, an how they should be analyzed. These 3 categories not only make up the typology, but sort them into groups as they are being studied. This is particularly interesting to my research project because as the types of gaming are broken down, it will be easier to see how they will affect behavior.
The third article, written by Maja Pivec, is called “Editorial: Play and Learn: Potentials of game-based learning.” In the article, written in 2007, Pivec tells how learning environments have been researched and recently there has been a move to include the technology into those learning environments. The teacher has control over the environment and therefore needs to not only make changes to the design and structure of the physical room, but also make changes to the technology in that environment, making it more accessible and interactive. Pivec says that many teachers do not embrace the cognitive learning that modern commercial computer games can offer. (Pivec, 2007).
I agree with Pivec that more teachers need to “get on board” in accepting the use of gaming as an authentic learning activity, and not just something to fill up the day’s schedule.
Because the MMORPGs are geared toward solving problems rather than just reacting to stimulus, there are many instructional designers taking a second look at how to design learning games.
The second article, “Linking Pedagogical Theory of Computer Games to Their Usability,” similarly to the last one argues whether gaming is relevant and what kind of gaming is best. Ang, Anvi & Zaphiris feel that there is much potential in using games, and that we need to focus on “learning through games rather than learning how to play games.” Therefore, we should be looking into how learners will interact with games and the effect of learning with gaming over time. (Ang, Anvi, & Zaphiris, 2007).
The authors used a diagram, seen below to illustrate the typography of games, an how they should be analyzed. These 3 categories not only make up the typology, but sort them into groups as they are being studied. This is particularly interesting to my research project because as the types of gaming are broken down, it will be easier to see how they will affect behavior.
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| This is the diagram of typology of gaming |
The third article, written by Maja Pivec, is called “Editorial: Play and Learn: Potentials of game-based learning.” In the article, written in 2007, Pivec tells how learning environments have been researched and recently there has been a move to include the technology into those learning environments. The teacher has control over the environment and therefore needs to not only make changes to the design and structure of the physical room, but also make changes to the technology in that environment, making it more accessible and interactive. Pivec says that many teachers do not embrace the cognitive learning that modern commercial computer games can offer. (Pivec, 2007).
I agree with Pivec that more teachers need to “get on board” in accepting the use of gaming as an authentic learning activity, and not just something to fill up the day’s schedule.
BP11_OMM_Weebly
This week's commercial or one minute message is for Weebly, a free website creator. It is perfect for classroom websites. Hope you enjoy!
BP8_Weebly
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| Weebly start page |
Now that teachers are looking for ways to communicate more effectively with parents, class websites are on the rise. While Weebly is not the only tool available, it is, in my opinion, the best. Starting with beautiful templates to choose from for your website, you will be able to add documents, pictures, links, and interactive tools including surveys and photo galleries.
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| Some of the themed templates in Weebly |
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| One of my Weebly website pages with Teacher Resources |
In partnership with Google, Weebly features a Google Maps gadget and You Tube viewer that can be added to your pages. If you have a song in your heart, you can upload an audio file to be used with their free audio player. And why not share your photo collection from Flickr by adding the slideshow gadget? All of these wonderful tools are free to the user. And signing up is easy: just sign in with your gmail account for instant access.
If you are interested in creating a website for your business with a unique url, Weebly has a pro account. You can request your own domain name without their extension for a reasonable fee. With the pro account, you can also upload your own videos to your site.
I thought I would try this out, and created a website for my department at my school. It contains technology information, lesson plans, links to popular resources, and recent articles. I also used the survey tool to create a work order page for teachers who need me to assist them with a repair or a project in their classroom. The survey is linked to my school email so I will get the message in my office. The teachers who have seen it feel that it will be useful. I may even have a few of them create their own class website that I can link to our school website. Why not try it for yourself and send me your screen shot? Here is the Weebly site I created for my department at my school. I'd love you to check it out and post a comment on what you think!
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| Teacher's work Order Requests go to my School Email |
Sunday, August 15, 2010
Reading
For part of my career I taught students with severe emotional disabilities and emotional disturbances. As part of my reward system students could earn time to use the computer to play a game. It was the most coveted reward of my reward system, and they always enjoyed the break from the academics. Since then I have discovered some wonderful Web 2.0 tools as a result of my last 2 Full Sail classes. One of them was Second Life, which is really a gaming site used for everything from corporate meetings to college classes. My interest in this type of Web 2.0 tool has led me to narrow my AR focus to how gaming can effect character education. Here are some articles I read about the subject:
I read an article called “Effects of Reducing Children’s Television and Video Game Use on Effective Behavior”, which was a paper revealing results of a controlled trial done by the American Medical Association in 2001. The conclusion of the trial was reported that reducing television, videotape, and video game use decreases aggressive behavior in children. (Arch Pediatric Adolescent Media. 2001; 155:17-23). I found it interesting that at the same time this study was being reported, my 12 students became less aggressive the more they played. In fact, I found they concentrated more, and the time playing gave them a chance to calm and sooth their aggression. This attitude, whether based on controlled trials or simply generalizations of those with digital-phobia, is one that i intend to explore as part of this research project. Even though this article did not support the idea of using gaming in character education, it was an example of the reasons people have such negative perceptions of gaming.
The next article I read was called “Video Games in Education”, written by Kurt Squire of MIT, no date. In this article Squire acknowledges that video games elicit powerful emotional reactions in their players such as fear, power, aggression, wonder, or joy. (Squires, nd). He quotes Bowman,who suggests that educators could use video games as a model for improving learning environments. (Bowman, 1982). I found this article encouraging in support of using video games as a tool in the classroom, and although it did not specifically discuss it’s use in character education, it certainly was a meaningful approval.
My next source was a video called “Games Can Change Behavior” by Jesse Schell, posted on 2/28/10 by Dr. Robert Hughes, Jr. This was an excellent lecture on how society could be made to change their behavior if given points for everyday things. Assuming as we are all networked and connected through our Facebook, Twitter and other online accounts, the powers that be could keep track of our score for each activity. Schell’s most amusing example was earning points for brushing your teeth. If you brushed your teeth you received 10 points, but if you brushed them for the recommended amount of time you earned 20 points! The toothbrush had a chip in it that reported your time. Points could also be earned for being on time to work and for riding the bus, because it would save resources. While the thought of such a thing bordered on the ridiculous, one could see how motivating it would be to everyone. In fact, what Schell described was much like my reward system in my class that provided points earned for good behavior, which would allow students to play video games.
I read an article called “Effects of Reducing Children’s Television and Video Game Use on Effective Behavior”, which was a paper revealing results of a controlled trial done by the American Medical Association in 2001. The conclusion of the trial was reported that reducing television, videotape, and video game use decreases aggressive behavior in children. (Arch Pediatric Adolescent Media. 2001; 155:17-23). I found it interesting that at the same time this study was being reported, my 12 students became less aggressive the more they played. In fact, I found they concentrated more, and the time playing gave them a chance to calm and sooth their aggression. This attitude, whether based on controlled trials or simply generalizations of those with digital-phobia, is one that i intend to explore as part of this research project. Even though this article did not support the idea of using gaming in character education, it was an example of the reasons people have such negative perceptions of gaming.
The next article I read was called “Video Games in Education”, written by Kurt Squire of MIT, no date. In this article Squire acknowledges that video games elicit powerful emotional reactions in their players such as fear, power, aggression, wonder, or joy. (Squires, nd). He quotes Bowman,who suggests that educators could use video games as a model for improving learning environments. (Bowman, 1982). I found this article encouraging in support of using video games as a tool in the classroom, and although it did not specifically discuss it’s use in character education, it certainly was a meaningful approval.
My next source was a video called “Games Can Change Behavior” by Jesse Schell, posted on 2/28/10 by Dr. Robert Hughes, Jr. This was an excellent lecture on how society could be made to change their behavior if given points for everyday things. Assuming as we are all networked and connected through our Facebook, Twitter and other online accounts, the powers that be could keep track of our score for each activity. Schell’s most amusing example was earning points for brushing your teeth. If you brushed your teeth you received 10 points, but if you brushed them for the recommended amount of time you earned 20 points! The toothbrush had a chip in it that reported your time. Points could also be earned for being on time to work and for riding the bus, because it would save resources. While the thought of such a thing bordered on the ridiculous, one could see how motivating it would be to everyone. In fact, what Schell described was much like my reward system in my class that provided points earned for good behavior, which would allow students to play video games.
BP7_OMM_Voicethread
Today's blog is a "commercial" for a Web 2.0 tool reviewed here previously. Pixenate Photo Editor is easy to use and since you do not have to sign up, teachers can have students edit photos with very little assistance. Enjoy the commercial!
Saturday, August 14, 2010
A New School Year
With each new school year comes new challenges and requirements. There is the uncertainty of working with news staff members and the concern over a smaller budget.
Instead of thinking about challenges and requirements, I thought about the children. My school is a Title I school that receives federal funding due to the number of students who qualify for free and reduced lunch. We also serve many students who live with family members other than their parents. Many of our students are part of families that are struggling economically because of unemployment and underemployment. Yet while their needs are great, I believe if we commit ourselves to do all we can to reach out to our students, they will be successful.
So I put this video together to share with the staff at my school. I hope that even if you are not a school teacher, this video will inspire you in your relationships with all children you come in contact with.
Thursday, August 12, 2010
Tuesday, August 10, 2010
BP4_Voki
Voki is a Web 2.0 created by Oddcast Incorporated. It is a design site where users create their own "Voki” or avatar character. (Oddcast, 2010.) There are plenty of choices when deciding how to create your "Voki." They range from animals to political figures, and have options for hair, skin, clothes, and glasses, even bling! It only took me a few minutes to create my "Voki". But having the character is only the beginning. Once you are finished designing the look of your character, you can then choose how it will sound. The several options included selecting built-in voices to using a microphone and recording your own voice. You can even call in your voice over the phone!
I selected the built in voice and typed in a greeting. The "Voki" can be played and previewed and then sent via email or to your favorite website to share with your friends. The only drawback I noticed about the sharing feature was it did not share with Facebook, although Blogger and My Space were available destinations.
I can see this application working with my AR project. I am part of the Positive Behavior Support Team at my school and would like to use a tool like this to help students in conflict begin communicating. The time spent creating a "Voki" would be time the student could use to cool down. Not only will the activity be engaging, it is usually much easier to say how you really feel if you do it through someone else! Voki could be very useful in allowing students to communicate honestly with each other without anxiety or fear of rejection. Once those barriers are removed, students in conflict will eventually be able to move to face to face communication.
Whatever it is used for, this is fun, so give it a try!
I selected the built in voice and typed in a greeting. The "Voki" can be played and previewed and then sent via email or to your favorite website to share with your friends. The only drawback I noticed about the sharing feature was it did not share with Facebook, although Blogger and My Space were available destinations.
I can see this application working with my AR project. I am part of the Positive Behavior Support Team at my school and would like to use a tool like this to help students in conflict begin communicating. The time spent creating a "Voki" would be time the student could use to cool down. Not only will the activity be engaging, it is usually much easier to say how you really feel if you do it through someone else! Voki could be very useful in allowing students to communicate honestly with each other without anxiety or fear of rejection. Once those barriers are removed, students in conflict will eventually be able to move to face to face communication.
Whatever it is used for, this is fun, so give it a try!
Sunday, August 8, 2010
BP3_Pixenate
I take pride in my digital photos. Much of my work has appeared on our school website at one time or another. I have used many different applications to edit digital photos, but none so easy as Pixenate. It is a Web 2.0 tool that makes editing digital photos as easy as 1, 2, 3!
To begin, upload a digital picture. Once the picture appears you have a range of options that you can use to enhance your image. My favorite option, which I seem to always use the most, is the UNDO feature! Thankfully it is the feature located right at the top.
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| Pixenate Basic Toolbar |
Other basic tools include select all, and unselect all, zoom in and zoom out, crop and resize tool, and the flip and rotate tools. While these are all pretty basic, some of the next tools may take some playing with to get used to. For example the normalize and enhance tools. The normalize tool is used "to improve color balance within the photo. Good for improving flat, muted photos." (http://pixenate.com, 2010). Whether you have the experience to know if a photo is flat or muted does not matter, because the undo button is always there to save you if you need it!
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| Pixenate Fun Effects Toolbar |
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| Pop Art Effect |
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