The
selection of one educational game to present in class was a challenging, yet an
enjoyable task. We were randomly assigned and divided into five groups, each
consisting of four members. In our group, two were majoring in elementary
education, one in secondary education with a focus on English, and the other in
special education. Collaborating effectively and agreeing on one educational
game to choose were the primary difficulties we experienced. Our conflicting school and work schedules made
it harder for us to complete our presentation easily. In choosing the
educational game, we were overwhelmed with the varieties we found online. Furthermore,
presenting a game we individually chose for the first time was problematic
because each of us picked a game in different content areas. To finally decide
a game we will all agree on, we specifically searched for a game related to Language
Arts. The fun part of doing this presentation was the development of student
interaction while learning at the same time.
Perhaps,
creating a rubric from scratch was the most challenging for the online
educational game. Although we had an idea on the criteria we wanted our online
educational game be rated on, it was too difficult for us to specify the
qualifications to be considered, as needs improvement, satisfactory, and
exemplary. The reasons for that being was all of us were so used by being
graded on a rubric our teachers have always presented us; and we never had an
experience of creating a rubric. With the deadline in mind, our final resort
was to look at some rubric online we can modify and reorganize for rating our
online educational game. This alternative made it easier for us because we found a rubric that satisfied some of our qualifications. Rubric editing was made to ensure that the criteria was correctly featured. As future
educators, we learned that assessing technological tool we incorporate in the
classroom is vital because it enhances or enriches students’ learning and
actively engages them. Machado, L.J. and Chung, C.J. (2015) stated that, “When
technology is placed into the hands of students it becomes more interactive and
therefore, student centered” (p. 44).
“Word
Out” was an online educational game specifically targeted for students seven
years old and above, which can be used to expand their vocabulary and to help with the
development of reading skills. This game was similar to Tetris, but at least
three-lettered words must be produced from the falling letter blocks. Since my
specialty is in elementary education, this game can be used in several content
areas such as language arts, math, and science. There may be times students can
form unfamiliar words accidentally using this game. In a language arts class,
these foreign words can be written in a word bank. Students will be tasked to
write the definition and construct a sentence for each word. In a math class, this game can be used to
identify different types of lines. Because words in this game can be formed
either vertically or horizontally, students will be able to describe and define
these lines. As for the activity, they will be given a worksheet and be asked to
draw an image using vertical and horizontal lines. This game can also be used
in a science class because at times, students can construct animal words such
as dog, cat, rat, and etc. To incorporate this in the classroom, pictures of
animals will be given to the students; and they will have to identify and
describe the animals presented.
In
a classroom, it is very important to recognize that all students learn
differently. Others may learn easily using visuals, oral directions, and/or
hands on representation. In order to accommodate all types of learners using
the “Word Out” online educational game, I would first pass out a paper with
easy to read instructions and show pictures how to maneuver the game. For
everyone to be on the same track, the students and I will simultaneously read
each direction. I will first navigate the computer using my hands and be
followed by the students. This process enables to practice the visual,
auditory, and kinesthetic abilities of students. Hence, as Denis, G. and
Jouvelot, P. (2005) stated, children are “learning by doing”. Another method I
could use is through the demonstration of the Haiku Deck technological tool.
This introduces a new presentation style to students because it looks similar to
the PowerPoint style. Students can easily preview each slide by using the arrow
keys on a computer or a tablet.
Because of our conflicting school
and work schedules, utilizing our cellular phones was our main form of
communication because it was the fastest and easiest way to respond with. We
used the WhatsApp for sending messages and images about the progress of our
presentation. When one of my group mates could not make it to class and we
needed her input for our presentation, we used Facetime application, which enabled
us to see and talk to her directly.
Introducing a new resource to
educate students inside and outside of the classroom truly generates better
learning. In this assignment, we were able to turn away temporarily from
traditional teaching style and convert into contemporary teaching style. Using
Haiku Deck allowed us to present our online educational game in a kid-friendly
manner. Our presentation consisted of the game description and our personal
insights of how it can be incorporated in the classroom and its benefits for
students. This is just one way of boosting a high quality education for
students. So as teachers, let us continue to make learning fun for all.
References
Denis, G. & Jouvelot, P. (2005). Motivation-driven educational
game design: Applying best practices
to music education. Paper presented at the 2005 ACM SIGCHI International Conference on Advances in computer
entertainment technology, Valencia, Spain. Retrieved
from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.59.7687&rep=rep1&type=pdf
Machado, L.
& Chung, C.J. (2015). Integrating technology: The principals’ role and effect. International Education Studies, 8(5),
43-53.
