Journal 6

Gaming in the Classroom-Classroom 2.0
The discussion I followed was on using computer games in the classroom. In this context, “games” are any PC game that could be used in a classroom to enhance curriculum. One of the responses was posted by a teacher who has published articles in the UK on using games in the educational setting. He gave five important areas to consider before using games in a classroom. Since I will be switching from teaching second grade to fourth grade and possibly using games in my classroom next year I found his tips helpful. First, play the game yourself! This will give you a complete understanding of what will be required of the students. Second, plan for it. What are the learning objectives and how will you assess? How will the game support classroom learning? Third, make time and space for the game. Set ground rules and schedule time so it is accessible and fair to all students. Fourth, be positive and inclusive. Some students will be more adept at the game and may try to dominate play. Instead, use their abilities to help others. Finally, ensure accessibility for all students. Not all students have equal access to computer games outside of the classroom. Gaming in the classroom allows all students with different abilities equal opportunity to learn in a variety of ways, including visual, auditory and kinesthetic.
The discussion named quite a few games that various teachers have used successfully in the classroom to supplement learning. Games included SimCity (students designed and built 3D cities), Civilization, Age of Mythology, Carmen Sandiego, Oregon Trail, Roller Coaster Tycoon and Age of Empires to name of few. Discussions also centered on students making their own games using StageCast, Game Maker, Sauerbraten or Scratch. Many who responded also included links to web sites with further information on using games in the classroom. I found it interesting that one person even gave his del.icio.us account where he has tagged games he uses in his classroom. All in all, I found this discussion very informative and helpful.

Journal 5

Interactive Fiction Enhances Reality by Brendan Desilets
L&L-March/April 2008

In his article Interactive Fiction Enhances Reality, author Brendan Desilets defines Interactive Fiction (IF) and describes the benefits of IF in the classroom. Interactive fiction is a computer-based form of literature where the reader plays the part of an important character and decides what action that character will take. By typing sentences at the keyboard, the reader decides where the main character will go, what objects to use, how to solve problems and how to interact with other characters. Interactive fiction communicates almost entirely through words, not pictures.
Interactive fiction offers many benefits to the student and teacher. IF offers a high level of interest and fascination for students. It addresses all major components of conventional literature and can help students become better problem solvers. Students are able to work independently or in groups on IF stories.

QUESTION 1
How feasible is Interactive Fiction in the regular elementary classroom?
The author states that IF can be used even in the one-computer classroom. He further clarifies that IF has very modest cost and technological requirements. He provides the additional reference of his web site (if1.home.comcast.net) which gives detailed information on teaching and learning with Interactive Fiction.

QUESTION 2
How do students benefit from using Interactive Fiction?
Interactive Fiction offers a unique approach to reading literature. Students are actively involved in decision making which increases student participation and confidence and builds grammar skills.

Journal 4

Can Computers Tutor Students as Effectively As Teachers?
Ken Luterbach & Jeanie Cole-(L&L, March/April 2008)

In this article, Ken Luterbach supported the idea that computers can tutor students just as effectively as teachers. Luterbach states that student achievement from computer-aided instruction equaled achievement from teacher-led instruction. For stuggling students, computer-aided instruction may be even more beneficial than a teacher. Luterbach further states that instructional software delivered by computers can actually be more motivating for a student. The benefits of computer tutoring include providing individual attention, immediate feedback and unending patience. However Luterbach mentions that both instructional software and teachers are likely to motivate students of the instruction captures student’s attention, is relevant, increases confidence and provides satisfaction. Luterback seems to contradict his opinion when he states that managing students demands human attention and while computers are an effective method of tutoring, computers cannot replace teachers.
Jeanie Cole takes the other side of the argument and states that while students may benefit from computer instruction, a teacher is needed to adapt instruction and make it challenging. Students need to feel connected with others. A teacher can challenge students, provide collaborative learning and adjust to student personalities and learning styles. Cole does agree with Luterbach when she states that computer programs provide an excellent resource for tutoring struggling learners, however human interaction is still needed. Students need teachers to provide connections, challenges and adjustments. Cole sees instructional software as a tool to be utilized by the teacher. Many other strategies are needed to meet students with a variety of learning styles.

QUESTION 1
What are the advantages of tutoring using instructional software?
Instructional software can capture attention and motivate a student, provide individual instruction, attention and patience and provide feedback. Instructional software can be tailored to meet individual student needs.

QUESTION 2
What are the disadvantages of tutoring using instructional software?
There are no disadvantages in using instructional software for tutoring as long as it is one of many tools being utilized. Teacher input is still needed to provide students with a personal connection to others. Software cannot adapt to a student’s personality or learning style.