Getting Girls Engaged in Digital-Game Design

Do middle school students spend too much time playing digital games? If so, is there any value in what they are doing within those games? There is a push to have all students, especially girls, to be more interested in STEM fields of study (science, technoloyg, engineering and math). During the middle school years it's important to expose students to STEM careers as these students begin thinking about future careers and the classes they will need to take in high school.

Girls and boys approach computers from different perspectives - boys enjoy being competitive and girls typically enjoy interacting with the characters and the environment of the game. To meet this need "requires a much more sophisticated technology that has only been possible in recent years to create those kinds of games", according to Cornelia Brunner, the deputy director of the Center for Children and Technology at the Newton, Mass.-based Education Development Center.

Karen Peterson, the executive director of the Lynwood, Wash.-based Puget Sound Center for Teaching, Learning, and Technology, states, “The gaming industry understands that they need to attract girls and women. Games and the virtual world can be a really great hook for getting girls excited about STEM careers.”

How can teachers differentiate their instruction to better meet the diverse interests of boys and girls?

Strategies for Girls from Education.com
http://www.education.com/magazine/article/best-teaching-strategies-girls/

1. Collaborative groups encourage girls to be leaders during instructional time.
2. Provide a more face-to-face nurturing environment rather than a shoulder-to-shoulder environment found in a coed or boys' room.
3. Consider comfortable seating - bean bag chairs or sofas.
4. Challenge girls as much as the boys.
5. Include the context surrounding the curriculum - who, what, why, when, where.
6. Tie the lesson to real world situations.
7. Encourage girls to ask questions in class.
8. Provide opportunities for role-playing within the curriclum.
9. Create a learning environment of openness and and understanding to encourage girls to take risks and be more willing to answer questions.

Strategies for Boys from Education.com
http://www.education.com/magazine/article/best-teaching-strategies-boys/

1. Move around the room - front to back and side to side.
2. Teach with a strong, loud, tone of voice.
3. Frequently interrupt the lesson to directly ask questions of students.
4. Provide clear instructions.
5. Find non-fiction literature with strong main characters.
6. Provide opportunitites to move and be flexible within the classroom.
7. Use games or models to engage them in a serious conference.
8. Use team competitions in academics.
9. Remember that feeling-based questions are uncomfortable for boys.

To read the entire article please go to Digital Directions and read Getting Girls Engaged in Digital-Game Design.
http://www.edweek.org/dd/articles/2009/10/21/01girlgames.h03.html


To learn more about companies and schools who are making games for girls check out:
Universe Quest from the Hands On University Project
http://www.universequest.com/


Games for Entertainment and Learning Lab
http://gel.msu.edu/


Her Interactive
http://herinteractive.com/

Using Twitter Yet?

It's important to reflect on the implementation of professional development. Are the participants using the tools you're showing them weeks after the session? If not, why?

In the past few months I've had only a couple of workshops on Introduction to Twitter. However weeks after the meetings, many of the workshop participants don't seem to be using twitter. In the meantime I continue to hear about the power of Twitter as a learning tool for teachers and students and its possible impact on education. And I personally get great ideas EVERY DAY from twitter. So what's the deal?

I know there are a lot of factors to explain this, and I know teachers are very busy (and sometimes just need the tech credit :). And sometimes they just don't feel they have time to implement a new technology mid-semester. But with holidays around the corner, I'm going to encourage many of the educators to take a second look at Twitter. And I've reflected on a few reasons for the lack of use as well as a bit of advice for teachers who are interested in trying it out.

Why some educators might not be using Twitter (even after what I'm sure was an enlightening workshop:)?

• Time - Twitter is sometimes difficult to master in a hour or even 90-minute workshop. I can give examples and testimonials of how great it is, but until teachers can see the benefit and build a network and receive great info - it can be hard to see. Twitter takes time. I followed about eight people for about a month before I felt I really got into it. And it takes time to maintain and update. However, once I started to receive lots of great ideas and resources from others (more on this below), the time I now save has been well worth the initial investment.
• Misperceptions - I wish Twitter did not have "What are you doing?" at the top of the page because often the updates don't reflect that. Sure, there are some who use it as an opportunity to share what they're doing, but many of updates can be used to spread important ideas, information and resources. I get seven or eight sites every day with great information from Twitter. Information I would have spent much more time searching to find in Google or sites I wouldn't have know to look for. Unfortunately, for some workshop participants Twitter can sound very trivial, and although they'll politely pay attention and accept the tech credit, at the end of the day it's easy to dismiss as another fad in social networking. So don't limit Twitter to just a "social" network, instead think of it a "learning" network.
• Following too many and/or the wrong people- Twitter is what you make it. And who follows you is not as important as who you follow. But it takes time to create a group to follow who will give relevant information. Following celebrities sounds fun, and I'm sure Oprah is a super person, but she might not give me the info. I'm looking for. I've seen too many teachers start off following all the suggested celebrities. While that might sound fun, it's probably not the best way to build a personal learning network. Twitter lists (a relatively new feature) make it much easier to locate groups worth following, but you may want to start slow with a handful of users and add more when as you get use to it.
  
• Resistance to another social networking platform - In a few trainings I've heard, "This is like updating Facebook." And while the process is similar and you'll find those who integrated the two, I think a main difference is the audience (and this is a point to caution educators on). Facebook updates are mostly going out to a controlled group of "friends" while Twitter is a broadcast in a commons. There are some who "protect their tweets" limiting those who can see their updates, but this also limits those who you interact with. Be aware of the difference, if you choose to use both. Twitter can be the learning tool you use, while Facebook (or sites like it) can remain your social networking tool.
• Too Much "Pulling" not Enough "Pushing" - For some of us who remember web 1.0 it can be hard to move beyond the web as a place to read and pull information and move into the web 2.0 model of the contributing and pushing of information. I suspect some educators are using Twitter to read updates but maybe not post updates themselves. Although there is nothing wrong with this, they aren't benefiting from the "network" part of this tool. I'm not saying constantly "push" because there are Twitter users I've "unfollowed" just because I couldn't keep up with the constant flurry of updates. But pushing out info, answering questions or participating in Twitter groups is part of what makes the learning in Twitter so powerful.
• How am I going to use this in my class? - Twitter can be a powerful tool for learning more and connecting with other teachers, but if you want details about its use in classroom, there is evidence that students can use microblogging for learning too. The grade level will dictate the needed level of teacher supervision, but there are platforms like Edmodo that are available for use with students. Students can also benefit from the ability to quickly share information in a networked setting. But like a lot of technology, the teacher needs to become familiar with the technology before feeling comfortable using with students.

So give it a try (or another try)and see how much you can benefit from being part of a personal learning network using Twitter.

Asynchronous Global Connections

The classroom of today does not have walls. Through the use of Skype, teachers can connect with other classrooms around the world! Which do you think would be more memorable for your students, learning about how children live in a far away country from a book or seeing and talking to these children through Skype. The opportunities through these global connections are exciting and endless. You could have your students talk to the author of the book they are reading in class. You can take your students on a field trip without ever leaving the classroom. You could have your students learn foreign language from students their age in other countries. You could include a classroom student with a long term illness in your lessons so that he or she still feels like they are part of the group. You could let a parent see their child give a speech or present their project to the class. You would score some major points for that one! The possibilities could go on and on.

The steps to take are one, create a Skype account, two, find the connections and three, setup a time that works for both parties to connect. This is what my blog is about. These connections can be anywhere in the world. This is a great thing. However, there are 24 time zones around our magnificent planet. The time to meet may be your biggest challenge. If they are asleep when you and your students are in school, this puts a damper on this whole exciting adventure. No worries, you can meet asynchronously. You can record your students either through video or audio and place it out on the web. Your connection from that far away land can watch it or listen to it and record their response and send it to you. This is called an asynchronous connection.

The recording or podcast if it is audio, can be done with Audacity, a free audio editing program. If you are recording a video, or in other words, creating a vodcast, this can be done through Movie maker. This is an exciting way for your class to learn. Make it happen!

Cable: A Classroom Connection

The Cable in the Classroom initiative offers free educational on-line videos. In one location you are able to select from varied sources copyright free videos that may be viewed for educational usage. For an overview of their mission visit: http://www.ciconline.org/missionpress.
To learn more about the video library that they offer visit their on-line video listing, visit, http://www.ciconline.org/video.
Who pays for this? According to their website this service is provide free by your local cable company. For information on how to get this service; visit http://www.ciconline.org/monthlycalendar
To view resources designed for teachers, visit http://www.ciconline.org/teachers
For information about usage procedure visit: http://www.ciconline.org/copyright
A fun resource for students include a link to games: http://www.ciconline.org/broadband
For ideas on how to use cable in the classroom visit: http://www.ciconline.org/learningwithcable

Prior to usage you may want to check with your media coordinator to ensure that you may use these videos in your classroom.

ED: Blended Learning Helps Boost Achievement

How is online instruction transforming education today? There are online learning programs that provide credit recovery, enrichment opportunities and core curriculum classes for students. Online learning also provides an alternative for students who do not like the traditional school environment.

A study conducted by SRI International found that online learning at the post-secondary level was more effective than face-to-face classes. Researchers also found that “blended learning needs to be more effective than conventional face-to-face instruction to justify the additional time and costs it entails.” The researchers also found that when students were given control of their interaction with the online environment and when students were prompted to reflect on what they learned, this did enhance the online learning outcomes.


Susan Patrick, president and CEO of the International Association for K-12 Online Learning states, “the advantage of online or blended learning over face-to-face instruction alone ‘is the combination of rich student-teacher-peer communication and interactions that are both asynchronous and synchronous, better utilizing the precious resource of time during, and outside, the school day to maximize learning--and personalize it in a way never before possible.’”

Why does this blended model work best? Tthe blended model possesses the factors that exemplify good teaching because of the, “increased interactions between students and teachers, increased depth of rigor and exploration into content, customized learning to meet the students exactly where they are in learning the lessons, better use of data to inform instruction, and providing additional student support to help personalize instruction by the teacher” according to Patrick.

To learn more about blended learning visit the International Association for K-12 Online Learning at http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf.


To read the entire ED: Blended Learning Helps Boost Achievement article please go to: http://www.eschoolnews.com/resources/online-learning-1/online-learning-articles/index.cfm?rc=1&i=59695

Finding Energy Education Resources

Within the Physical Science curriculum there is unit dedicated to the study of Energy. Questions explained within this unit may include definitions of energy and the study of the forms of energy. In addition to the resources that they already have, teachers may find additional resources, lesson plans and activities to aid in their study of this subject within the websites of various energy related companies. These websites may provide student friendly answers and visuals. Organizations providing such resources include the Energy Application Organization, the Department of Energy, the Environmental Protection Agency, the National Energy Foundation as well as local power companies. Teacher resources provided by many of these companies may be found at the following links:
http://tonto.eia.doe.gov/kids/energy.cfm?page=6
http://www.epa.gov/teachers/
http://www.nesea.org/k-12/curricularunits/
http://www.nef1.org/educators.html
http://www.southerncompany.com/learningpower/

5 Ways to Step Back in Time

History Buff? History Teacher? Regardless, there are various opportunities online for our students to step back in time. Check out some of these websites to bring history alive within your classroom.

History Mystery

This site offers games and activities on exploration, African-American History, Environmental History, Government & Politics, Social/Cultural History, etc.

Grade Level: 4-9

Archiving Early America

Short video clips at your fingertips! Each short video on this site offers a highlight of true, significant historical events based on the Early American Digital Library.

Grade Level: 3-8

National Geographic Expeditions

This site is described as being an interactive museum with geographical journeys including a telescopic view from space – there is even an archeological dig.

Grade Level: 5-8

Digital History

In addition to lesson plans/handouts… you can also find historical music, videos, games, interactive timelines and a digital textbook.

Grade Level: 3-12

Growth of a Nation

Only have a few minutes? This site offers a unique, narrated 10 minute presentation on the growth of our nation.

Grade Level: 3+

Inspiring Examples

Emory shared some great ideas for blogging in schools. I hope you take the time to read and implement at least one of those ideas if you have a blog started. I have spent some time time recently looking at some of our district staff blogs and wanted to share a few jewels I found...

Funniest Teacher Blog: Leah Qualls, South Fork Elementary
http://leahquallsclass.blogspot.com
Ms. Qualls should be published as her classroom stories bring me to tears every time. She shares the every day funny things that children say or do. When I was a classroom teacher, I swore I would keep a diary of those things and never did. Her quick wit and storytelling capabilities will bring a smile to your face!

Breakthrough Administration: Jefferson Middle School
Frank Martin's Friday Notes- http://frankmartintjms.blogspot.com
Weekly Happenings- http://weeklyhappeningsattjms.blogspot.com
The administrative staff at Jefferson is taking on the blogsphere! Frank Martin (principal) and Peggy Dickey (Assistant Principal) are sharing information about what is going on at the school. Principal Martin shares insights to his school and his role in it. Ms. Dickey uses the Weekly Happenings to share with the staff about what is going on in the school each week.

Great Start to a New Year: Kimmel Farm Elementary
http://kimmelfarmelem.blogspot.com/
Technology Facilitator Sam Walker is truly the historian of this new school. His background in journalism helps to make the school, staff, and leadership transparent to the community in which it now serves. Be sure to check out the post on their appeal to Governor Perdue. Mrs. Madison's class is lighting the way for the use of Problem-Based Learning!

A Few Ideas for Blogging

Lately, I've spent a lot of time talking "blogging" with teachers. Blogging is a great way to engage students and can be used in some fashion with all students. Classrooms without a lot of technology hardware can blog and collect a digital portfolio of students writing, while also teaching some valuable Internet safety lessons. Many teachers are interested in blogging but wonder if this might be one more thing to maintain and manage throughout the day. Blogs can be used in a lot of ways to help teachers work smarter not harder.

And sometimes everyone just needs a few ideas for getting started. And while there are many ideas for classroom blogging on the Internet, I'd like to throw out some advice and a few easy ways I've seen teachers in our district blogging with students.

• Keep it simple and ask a simple open-ended question. Remember blogging is not meant to create a lot more written work for the teacher. Post a question and let the kids respond. Some of the best blogs I've seen used with students are less about the post and more about the comments/responses from the students.
• Use pictures. Marlo presented Image Journaling as part of our session for NCTIES last year, and it was brilliant in its simplicity. Post a picture (observing copyright) and have the students respond to a question involving the image. Great for descriptive writing, prediction strategies, summarizing etc...
• Use multimedia. With the popularity of hand-held video cameras (like the Flipcamera) teachers can easily upload lessons and group performance videos to their blogs. This is a great way to showcase some of the events in your classroom, while allowing students to create digital content. Please note large videos can be much harder to upload into a blog.
• Showcase student work. Let the blog be a digital bulletin board for displaying student work. Pictures can be scanned in and student writing can be posted, giving students a chance to show off what they've done in class with a potentially global audience.

It does take some effort in getting started, but the majority of teachers I've spoken with who have blogged with their students over the course of a year really seem to think the blog has helped. Try it and I think you'll agree.

Comfort Zone?

So – at first this may seem unrelated to technology – but… give me a second…

How many times have we reached our comfort zone?

At some point in life, we all reach a zone of comfort where we feel like we have the bull by the horns. The tall, tall ceiling is our limit – and we reached it. We are on top of our game – masters of our roadmap. Simply put, we think we are just plain good. Hmmmm… does any of this sound familiar? This could be you in sports, a hobby, or even your job. But, I want to challenge you and that type of thinking.

Change can show up every day - is everywhere - and can effect everything.

How does this relate to technology? Let’s hit rewind. Technology is always changing – it will never be something we hit a ceiling on – glass or otherwise. That proverbial bull will, somehow, wiggle free, and sometimes mightily. The directions on the roadmap will need to be updated with added curves and additional turns – sometimes while we are still going full speed ahead.

In essence, what am I trying to say here? Keep your eyes and mind open – be willing to go with the flow. Technology is ever-changing – for improvements, innovation, enlightenment and the engagement of your students... Accept the challenge. Be in it for the long-haul. It is worth it. The use of technology in education is worth it.

E-Learning’s Gender Factor

We all know it’s important to differentiate instruction to better meet the needs of all students but how can this be done in an online environment Do we need to consider how to differentiate online learning environments for gender?

This month in Digital Directions Michelle R. Davis looks at how to differentiate instruction and increase relevance to gain kids’ interest and desire to learn. One research study in 2005 concluded that when given a choice girls chose to work collaboratively and were interested in partnerships on computers while boys wanted to work individually and wanted to compete. Girls in middle grades used the computer more for socialization and working on homework while boys play games and look for entertainment.

Kelly King, the co-author of Strategies for Teaching Boys and Girls: Elementary Level states that online courses for boys should include games, simulations, videos, be competitive with information presented in small chunks spread throughout the lesson. An online course for girls would include more information at the start of the lesson and collaboration would be stressed.

But not all boys are competitive and not all girls want to collaborate with other girls. So how can online courses meet the needs of all students? The key is customizing and differentiating instruction. Students today want to customize their music and TV viewing so students should be given a variety of ways to experience online classes and a variety of subject matters to learn, making sure all students are exposed to common core knowledge, according to Tom Carroll.

So as we look for ways to provide more digital content within the curriculum let’s look for ways to customize digital content to make the learning environment successful for all students.

To read the entire article please go to Digital Directions:
http://www.edweek.org/dd/articles/2009/10/21/01e-gender.h03.html