Serious Gaming

          Games have become an integral part of any lesson in this new digital age we teach in.  As a child growing up, technology games were nonexistent in the classroom.  My first exposure to games in the classroom was the hit Oregon Trail.  At the time this was not only a treat, but also a reward of doing well in class.  We were enjoying “video” games during school not realizing we were learning as well.  Today I integrate games on a weekly basis.  In my school they have almost become a requirement.  When a district purchases subscriptions to a website, they expect for it to be used.  These gaming sites are used for multiple reasons.  I use them as incentives, data collectors, skill masters, and basic fact practices.  A focus I have in my class is to keep the students engaged in the lesson and learning the content at the same time.  Over my vast years of teaching I have found that you must adapt to your students and their ways of learning.  Gaming through technology has become an easy way to keep students engaged.  During my math intervention time on Fridays my students get a break from the normal routine and have the ability to use the laptops for exploring new math concepts.  As I circulate the room, the majority of my students are exploring websites based on math enrichment games.  These games range from practicing their basic math facts (racing each other in cars) to enriching the higher-level thinking (working on large logic puzzles).  All of these are a part of the serious gaming.  The students are staying engaged, learning, exploring, and mastering new and old concepts.  As a teacher I am able to collect data about each individual student’s ability levels and integrating technology. 

While I was doing additional research on the topic, The Institute of Play (http://www.instituteofplay.org/about/context/why-games-learning/) explained 3 key moments in gaming.  I never really thought about these moments until I read the article.  Key moment one was when the student asks, “Can I try?”  This is showing their interest in learning something new or practicing something old.  The second key moment was when the student asks, “Can I save?”  Now the student is showing some involvement in the game.  Not wanting to have to start over with the progress they have already made.  The final key moment was when the student says, “Want me to show you?”  At this time the student feels comfortable with their abilities and want to show you the mastery of the concept.  As students progress through these three steps they are becoming avid learners and taking ownership and pride in their learning. I cannot count the number of times I have had a student say, “Mr. Mussat look at what I have done!” or “Check out the new level I achieved” or “I cannot wait to master that concept next time.”  As a teacher I want my students to have the sense of exploring a new concept and have the feeling of success.  I know the sense of being successful will breed a more confident math student.  Therefore, this newly found confidence will create a student who is not afraid to fail or try a concept that is new.   

As a veteran teacher I know each year there are various dilemmas to adding new technology into my classroom.  One dilemma I have within my classroom is not enough technology for each student.  My lessons have to be well prepared to make sure that the laptops are available.  The cost of some of the programs can set back the use of various programs.  We all know with budget cuts, there is just not enough money to purchase all that we want.  Therefore we must pick and choose the best for our classrooms.  Another dilemma for my students would be the ability to practice out side of school.  This problem is more of a technology issue than it is a program issue.  Finally, I   could foresee some of my intensive students getting frustrated that they are not on the same level as their peers.  This is an aspect I have seen over the years.  Their confidence level is low.  However the inclusion of the individualized games has helped.

While I was researching the various costs of the programs I was surprised to see the amount of free and common core aligned games.  Arcademic Skill Builders is common core aligned and has two levels of cost.  You can subscribe to the free version or the plus version.  The plus version gives the teacher access to customizing the games and to receive reports.  This version cost $100 a year per classroom.  Brainrush was another free site I looked into that was common core aligned.  With this site you get the tracking progress at no additional charge.  Two sites that I have used in my classroom are BrainPop and IXL.  Both of which are a subscription based gaming site.  BrainPop can range in price, but by itself is $205 a year per class.  Not only does this site contain great games, but also the videos.  These videos are short, sweet, and keep the kids engaged.  IXL has been purchased for my entire school the past few years.  It is an awesome site, which we generally used for math.  I could access my student’s progress as well as which concepts they had worked on and mastered.  The games are very engaging, enriching, and gives the student’s incentives for mastering each concept.  The cost for IXL is $199 a year per class.  Another feature of this site I enjoyed was the availability of the students to work on concepts at home.  Like BrainPop discounts are given when an entire school purchases the subscriptions.  

In the future I plan to continue to use these games as a differentiated instruction tool.  My intensive students will use these games as a way to support their basic facts and to assist with mastery.   The benchmark and above students will be able to strengthen their mastery skills as well as enrich themselves.  Finally all the students will be able to work on individual concepts until mastery has been achieved.  As an educator of students in the digital age, it is important to use technology and serious gaming on a weekly basis.  

Flipped Classroom

            I do not have any experience or training with podcasts, so I was not sure what to expect as I viewed various ones online.  To my surprise they were extremely engaging and educational.  I could have gotten lost in viewing them, had I not set a time limit on myself.  They are definitely something I will refer back to when setting up future plans for my students. 

            The videocast that really caught my attention was one on finding the surface area of a cylinder (https://www.teachingchannel.org/videos/surface-area-lesson).  It was interesting to me, being a math teacher, and knowing how hard it is for kids to grasp this concept.  As I sat and watched the video multiple things stood out to me that I could use in my classroom, starting next week even.  When I was not using the active participation approach I found it hard to make sure I called on random students.  The teacher in the video had playing cards taped to the desks.  He had another deck in his hand, and would pull a card from the deck and that was the person to respond.  The student had the option to pass if they wanted to.  What a clever idea!  I also liked his idea of “think tank” and “debriefing”.  “Think Tank” was when they thought about the concept to themselves before responding.  “Debriefing” is what he coined as a group discussion time.  Both of these could be implemented immediately in a classroom.  I also enjoyed how he had the kids explore the concept before he told them the formula.  The kids were all actively engaged and coming up their own ideas on how to figure the problem out.  This gave the kids a chance to use their prior knowledge, basic understanding, and each other to problem solve.  He circulated the room and discussed with each group how they came up with the answers and why they chose that particular strategy.  I could easily implement these strategies into my classroom and be successful with them.  My only question would be, “How did he handle students that did not grasp the concept or had a hard time with the vocabulary (radius, circumference, area, etc.)?”

            A second videocast that could easily be used in my classroom was about place value and reading large numbers (http://www.schooltube.com/video/557cf51a04198e1f7f3b/math%20song%20(place%20value%20to%20the%20thousands).  I was thinking about my intensive and ELL students when I watched this.  The bright colors and catchy song would be a perfect fit for those that are having trouble reading and writing large numbers.  This is a video I could easily implement into a small group or individual workshop station to help reinforce my place value lesson.   My auditory students would be totally engaged and also learning.  I could see them singing or humming the song days after they watched the video!  To make it even better, I could have it uploaded to an IPad where they could take it to a corner of the room and work individually.

            As I watched these videos and listened to various podcasts I started to think about how these types of things could be used to flip my classroom.  With flipping any classroom I would need to make sure I have the appropriate equipment and technology.  A blog by Susan Lucille Davis (http://gettingsmart.com/2013/08/10-teacher-tested-tools-for-flipping-your-classroom/) really pointed me in the right direction.  Susan explained that I could use my personal MacBook ($1,500) for making the videos.  It has the video camera and speakers that will be sufficient enough.  There are also multiple apps that I can use to help enhance the video or slideshow presentation.  Many free Apps like Jing, Voicethread, Mozilla PopcornMaker, and SooMeta can enhance your product from basic screen casting to digital storytelling.  Along with the laptop, a student could use an IPad ($300) or IPhone ($200) to access many of the same Apps.  One App stood out to me as a perfect fit for my students.  Explain Everything ($2.99) is an App that you can use and then share your lesson via email.  What a great way to make sure even the absent student gets the lesson.

            As with any change you have to be aware of possible dilemmas.  A huge dilemma I foresee with my population is the availability of technology and the Internet to view the podcasts.  Many of my students do not have this technology readily available to them.  However, I could make a DVD copy of a videocast or a recording of the podcast for them to use at home.  Another dilemma for my students would be the motivation to actually listen to the podcast or watch the videos.  Many of my students already struggle with work outside of class time.  This leads me to my main question on the flipped classroom.  How do you handle students who do not do the prep work before class?  They obviously will be behind and not have any background knowledge on the topic.  Do we allow them the time to complete the prep work during class?  Do we schedule another time during the day for them to do this?  If we do, will they not miss out on the group collaboration?  These are just a few questions for thought.
             I can highly foresee myself using the flipped classroom in the future.  It would be a good experiment to do with my above benchmark students.  At first, I could have them do the prep work at school.  They could use the school laptops or my personal IPad.  This would be necessary to train them on how it works.  Then I could assign it as their homework for the next day.  I believe they would be able to do this, have the background knowledge, and enjoy the opportunity to learn about the topic before class instruction.  Overall this would work perfect for my benchmark and above benchmark.  I would be concerned with my intensive, ELL learners, and the students who struggle with things outside of class.

Mobile Technology

As I live and teach in this new digital society, I must adapt to the ever-changing technology.  Not only do I need to learn about this new technology, I must also be able to teach the students who are growing up with it.  Being able to integrate mobile technology will give me the advantage on teaching today’s youth. 

There are many mobile devices I would love to integrate into my classroom for multiple reasons.  However, two different devices would fit perfectly into my class.  The CRS (classroom response system) clickers and the IPad caught my attention.  Both of these items are readily available and have multiple uses.  Each has their own unique qualities and various functions that would keep students engaged and excited about learning.

When I first started looking at the mobile devices I thought the CRS clickers were just for multiple choice recall questions.  However an article by Derek Bruff (2013) (http://cft.vanderbilt.edu/teaching-guides/technology/clickers/) showed me that I could create questions of higher order thinking skills as well.  Application questions would have students make decisions based on real-world situations.  Critical Thinking questions are great discussion starters.  These questions have the students choose the “best-answer “.  What a great way to start a discussion!  Have the students talk about why they think that is the best option.  Monitoring questions can give me immediate feedback on the students understanding of a concept.  For my ELL and special needs students the Confidence Level questions allow them to answer a question and then follow with a confidence rating of their chosen answer.  The clickers would be an awesome addition to my class.  I found the cost of these would range from $30 to around $60 a clicker.

I could only imagine the excitement and enthusiasm my students would show if they knew they were able to use an IPad for a lesson.   Having the availability of new mobile devices such as an IPad would surely keep my students engaged and excited about he daily lessons.  I realize there is an APP’s for about everything, but did not know about having easy access to a multitude of things at my fingertips.  Once I read the article posted on August 6, 2013, about using the IPad for math (http://ipad4schools.org/category/ipad/ipad-classroom/) my imagination ran wild with ideas.  One APP that caught my eye was the measurement APP’s.  My students, and district in general, struggle with measurement.  It has been a difficult concept for them to grasp.  Using the everyday ruler and tape measure is just not getting the job done.  Many of my students can recall the conversions, but struggle with the estimation and real world concepts.  This APP would be perfect and the students would be so engaged and eager to learn.  The costs of an IPad can vary and depends on the amount you purchase at a time and the discount your district receives.  A basic IPad will start at about $300 and can go as high as $1,000.
             The more I read about these mobile devices the more I wanted to integrate them into my classroom.  I focus on active participation in my classes and the CRS clickers would definitely be of use.  These could be used for a quick check of understanding as well as great ways to start discussions.  The IPad could be used as an easy way to differentiate my instruction.  My higher-level students could be working on an extension of the lesson while my lower level students could be working on basic concepts.  All the while keeping everyone engaged and achieving the daily objectives.

Digital Citizenship

As I was researching the topic of Digital Citizenship I found it extremely easy to become engulfed with a wealth of information.  So, I decided to narrow my search to what would pertain to my current students.  This decision helped shrink my search due to the fact that majority of my students are ELL and live in low socioeconomic environments.  Here is a quick snap shot of the information I found and the background knowledge I have on Digital Citizenship.

A question that always arises during any discussion of curriculum is: When will we find time to teach it?  Time constraints really put a clamp down on all parts of the curriculum.  I have to be creative when adding anything to my day.  Our students are growing up in a digital society and need to be taught about the importance of digital citizenship.  Since this topic is not fully integrated into my curriculum I have made it a point to discuss digital citizenship anytime a computer is used.  This discussion is usually a quick mini lesson, which pertains to the use of the computer for the day.   

Another question discussed is: How will it be taught?  Keeping the kids interested and engaged is the biggest obstacle.  Showing them videos or pictures that represent digital citizenship will catch their attention.  In an article by Jacqui Murray (2013) (http://www.aplatformforgood.org/blog/entry/how-to-teach-your-students-digital-citizenship) she mentioned to teach kids to treat their digital neighborhood as though it is their physical neighborhood.  I took four of the topics she discussed into consideration.  Don’t talk to strangers.  You don’t know who you are talking to when you are in a chat room or on Xbox live.  Don’t bully the people you are chatting with.  You may not realize you are hurting peoples feelings, so think before you type.  Don’t get distracted by all the advertisements and bling.  You are not the 1 millionth customer and you did not win the new computer, so don’t click on the ads.  Don’t overdo your time on the computer.  Your mind and body needs to take breaks.  Use the computer in moderation.  All four of these seemed to fit my current students very well.  I have discussed each one of these multiple times and find them extremely important for my kids to know.  So many kids today think if they don’t see the person then everything they type is ok. 

The more our technology advances the more I need to understand how to use it appropriately.  Why is it important to understand digital citizenship?  I need to teach my kids about their digital footprints.  Yesterday words were said on the playground, today these same words are said but in writing.  This digital footprint is never erased; it is permanent and hard to take back.  My students need to understand just because they removed it from their posts, does not mean it is totally gone.  Caroline Knorr (2010) (http://www.commonsensemedia.org/advice-for-parents/be-good-digital-citizen-tips-teens-and-parents) explained that information cannot be controlled.  What you post can be copied, shared, and even altered.  It generally cannot be totally erased.  Finally, I must inform my students about being in cyberspace.  They need to understand they are talking with an invisible anonymous audience.
          Over my vast years of teaching I have been a witness to many changes in the new digital society.  Not only do I need to teach my kids about digital citizenship, but I must also teach the parents.  Some of my parents did not grow up with all the technology so they do not have the background knowledge.  In order to assist them, I thought of creating bulletins on the school website as well as my website to give them resources.  I could send home flyers when we go over certain topics in class.  There could be a Go Digital” night at school where different computer/internet professionals could be to talk about digital citizenship.  I believe if things were offered to our parent’s majority of them would take advantage of it.

Emerging Technologies

           As I look back to my school days and compare it to today, I am at awe on how much it has changed.  During my 6^th grade year we had one Apple IIe on a cart that was shared by the entire school and another one in the office.  Technology consisted of a film projector and chalkboard.  Now I look at my classroom and see all types of technology (computers, laptops, internet, airliners, etc) ready for my students.  It is awesome to see how things have changed, but scary to know I must adapt my teaching style just as fast.  However, I welcome the challenge and am not afraid to jump in and try something new.  Plus I find it extremely important that my students see me modeling what it is like to be a life long learner.

            My classroom consists of 2 student computers, a teacher computer, a document camera, and an airliner (fancy overhead projector).  A laptop cart is also housed in my classroom.  I am limited on the amount of technology available, but use it as much as possible.  I am currently in the process of teaching my students the capabilities of the airliner.  They are thoroughly amazed at what we can do with it and how it controls the computer from across the room.  I incorporate the laptops within my lesson plans at least three times a week.  My students use them from a range of internet programs to Microsoft Office. 

            I want to create a learning environment where the kids are always actively engaged.  One way to achieve this is to bring technology into my class.  This is a digital age and the kids are products of having access to all sorts of technology.  The use of technology will help keep their interest as well help them explore, produce, and analyze information.  Kids learn from doing rather than listening and teaching through technology is a great way to make a connection with them.

            Throughout my past 15 years of teaching I have seen how teaching and society has changed due to the technological advances.  I remember when the computer lab was a huge deal and when I was totally lost when my overhead projector bulb burnt out (I always made sure to have a spare in my desk).  I never thought that I would have laptops, document cameras, or IPads for my students to use.  This is such an exciting time for students and teachers alike.  This is why I want to further my education into technology.  Everyone wants the newest and most up to date stuff, but I want to be able to utilize it within my classroom.