Simulations in Education

According to Wikipedia (2009), instructional simulation is a reproduction of reality that includes “instructional elements that help a learner explore, navigate or obtain more information about that system or environment that cannot generally be acquired from mere experimentation.” Although simulations are not new, they’ve been around since the 1900’s, they are beginning to take a more active role in education.

Although simulations are generally used for learning and training purposes, they are not instructional. According to the article “a simulation only becomes instructional when instructional elements are included that help expose the learner to key parts or concepts of the system or environment.” Therefore, when simulations are used in the classroom, it is essential that an instructor or some other external element is available to identify key learning aspects of the system to the learner.

There are three types of simulations: live, virtual, and constructive. In education, simulations can vary from role-playing to rope courses. These are considered instructional simulations because they effectively use instructional elements to help learners focus on key behaviors, concepts or principles. Simulations are also being used more and more in elearning environments because of improved Web-authoring tools and an increasing demand for performance-based training. Similar to games, these simulations should be used with caution and should be supplemented with collaborative type activities.

Video Games in the Classroom

Should video games be used in the classroom? This is a question that has many people debating. Video games have been around for years now and are a part of most childhoods. In the article, Digital Games in Education: The Design of Games-Based Learning Environments, the author Begoña Gros thoroughly researched the topic. The researched revealed the following conclusions:

1) “Digital games are user-centered; they can promote challenges, co-operation, engagement, and the development of problem-solving strategies.”
2) “Videogames are useful instruments for learning specific strategies and for acquiring knowledge; they also develop the learning that is characteristic of the culture of the information society, and this learning is likely to have long-term consequences.”
3) “The suite of skills children develop by playing such games can provide them with the training wheels for computer literacy, and can help to prepare them for science and technology, where more and more activity depends on manipulating images on a screen.”
4) “Researchers of the potential of games to support learning consider that games are not as good as other media for generating textual understanding. What they are able to do effectively is to promote conceptual learning, problem solving skills, co-operation, and practical participation.”
5) “An important problem for the integration of videogames is the time that is necessarily required to produce an activity. Generally, the games require many hours and, on occasion, it is difficult to establish the sequences of play that should be significant for both the students and school curriculum.”

Personally I think Gros stated in best, “Video games are not the solution to educational problems.” As with everything in education, there is no one thing that is going to work for every student. For now, if video games are used in the classroom, they should be used supplemental and should be carefully selected.

Online Video Resources for Educators

SchoolTube is “a network of students, educators, and industry working together to foster video production and internet publishing in a safe online learning environment.” Modeled after YouTube (and many similar sites), this site publishes teacher-moderated and approved videos submitted by schools. These are not “educational” videos in the typical sense – rather, they are student or teacher produced videos from a variety of genres, including comedies, music videos, school events, careers, ceremonies, and even student council meetings.

As a classroom teacher SchoolTube is usefully for teachers who want to: share teacher approved media right from their classroom; are interested in integrating technology into their curriculum; are wanting to learn from recognized educational leaders and want to share concepts, ideas, and lesson plans with other teachers across the nation.

One of the biggest pros of using SchoolTube is that it is free! Therefore, any school may experience the benefit of media-sharing in a SAFE environment. All materials on SchoolTube must be approved by registered teachers, follow local school guidelines, and adhere to our high standards before it can be viewed on the site. It can be used by students, teachers, administrators, and school-related associations. Basically it’s simple, educational, economical, and fun! However, as with all great things there is some cons. SchoolTube requires students to have an email address to register. In addition, students must be at least 13 years old to register.

Check it out for yourself: http://www.schooltube.com/

21st Century Classroom

The bell rings as the students in the 21st century walk into their classroom. Upon entering the students quickly engage in an interactive lesson. The room is neatly decorated and supplied with the latest technology including an Activboard and a classroom supply of wireless laptops that are equipped with an abundance of educational software.

During reading time students are reading and listening to books on the computer, interacting with online phonics programs such as Headsprouts, and using personal recording devices to read into and record thoughts, reflections, and questions. The chattering of students working together fills the room yet all students are on tasks.

After lunch the students begin their math period working on computation fluency. On laptops students use the computer software Math Facts in a Flash to practice and test their skills. The rest of the math lesson consists of students working on a variety of problem solving tasks using money. Some kids are working on the computer; others are working with a small group using real money. Each activity has been carefully organized by the teacher to meet the needs and interests of her students. Again the room is filled with the noise of students working together.

While reading and math are still considered essential subjects, social studies has become a more important subject. Throughout the year, students study global awareness issues. In addition, students are using online software to learn a foreign language.

Throughout the day the teacher walks around assisting students as needed and taking anecdotal notes on her PDA. At the end of the day, after the bell has rung and students are dismissed, the teacher makes sure all the laptops are plugged in and charging for the next day. She uploads and organizes the notes from her PDA. She uses these notes to continue to foster a learning environment of learning and thinking skills such as: critical thinking and problem solving, communication, creativity and innovation, collaboration, information and media literacy skills, and contextual learning skills.

Cell Phones in the Classroom?

In this day and age you would almost expect all schools and districts to have clear guidelines surrounding the use of personal devices such as cell phones, ipods, etc. in the classroom. While I am sure these policies exist somewhere, I could not find any information posted on my district or school websites nor do I remember having any conversations around this issue as a staff. However, I can assume that most cell phone policies would limit cell phone use to before and after school only. During school hours cell phones would be required to be turned off and would need to remain in student’s backpacks.
As a first grade teacher I agree with this policy or am impartial. I am sure some of my students have cell phones but not all. Honestly I have yet to see one of my students with a cell phone or even hear them talk about them. This tells me they aren’t feeling too deprived by this ban on technology. Even for my district as a whole K-12, I think this policy is appropriate for now until the district can provide funding for cell phone use in the classrooms and/or teachers are more educated on the educational uses and benefits of cell phones. Once all this happens I think the policy will need to be changed. It will need to be crystal clear so the learning environment is protected and so the expectations and consequences are known to students.

Article Summary: Visual Learning

In the article Visual Learning: The Power of Images. Photographic Solutions for Media Literacy, Phillip Seymour recognizes the increased influence of image-rich media and addresses the impact visual media can have on today’s students. In this article the author discusses the cognitive impact of media and argues that “most schools are not teaching the thinking skills need to analyze and critically evaluate what is seen, heard and experienced in the media.” According to Seymour, teaching media literacy should be incorporated into schools curriculums.

The article states that Media Literacy includes three basic elements:
1) Developing analytical and critical thinking skills that provide students with tools to positively interact with all media.
2) Teaching visual literacy skills that enable students to create media.
3) Incorporating technology and media with schools core curriculum.

The article also provides a variety of media literacy activity ideas. These activities are: Emotional Images, Is Seeing Believing?, Deep Seeing & Deep Listening, What are They Trying to Sell Me? and Create an Advertisement.

For more information and a description of the activities go to http://www.polaroid.com/education.

Developing Ethical Direction: Article Summary and Response

In the article, Developing Ethical Direction, Ribble and Bailey discuss the idea of using a digital citizenship compass to address the growing societal problem of technology misuse and abuse. The authors believe that teaching digital citizenship needs to become a priority for educators.

I think we can all agree that students need to have good digital ethics. The use of computers, technology and the Internet has a strong presence in our lives and undoubtedly is going to dominate the future. It’s not going away. Like the authors said, “Today’s students are tomorrow’s adults, and habits that are learned as a child follow us into adulthood.” We would be doing ourselves an injustice not to address digital ethics NOW!

So, whose job is it to teach digital ethics? I agree with what the article said that “teachers are not solely responsible for teaching digital citizenship. It takes the entire community.” Yes, if students are using technology in the classroom then the teacher needs to have discussions around what is okay and what is not. Also, teachers should demonstrate proper usage when using technology in their instruction. However, I do not think teachers should have to carry all the weight.

I strongly believe parents are their child’s first teacher and they are their teachers for life especially when it comes to behavior, morels and ethics. It is essential that parents are monitoring their child’s use of technology and teaching them right from wrong. After all, I would suspect that a majority of the misuse happens at home where children are less supervised and have more access to technology. Ideally educators and parents alike would become better educated on digital ethics and work together to create a better digital citizenship.

Bailey, G. & Ribble, M. "Developing ethical direction.” Learning & Leading with Technology 32.7 (2005): 36-38.