“Really cool video games” may turn out to be a benefit of common standards, reports Benjamin Winterhalter in The Atlantic. By creating a national market, the Common Core has created a huge incentive for ed tech companies to develop learning games.
Amplify may be “the frontrunner in this Common Core-driven gold rush,” writes Winterhalter.
During a unit on Shakespeare, a student can watch a short video of actors performing the “out, out, damned spot” scene from Macbeth, which appears side-by-side with the passage’s text. Or the student can have the software quickly provide the definitions of unfamiliar words in reading assignments, which are added to a custom database of new vocabulary.
In a game called 12, “the universe is under attack by the largest known prime number, and the player, assuming the role of the number 12, must battle to save it.”
. . . the number 12 must combine itself with other numbers using “operation gates,” which look like sci-fi warp portals, representing +, –, ×, and ÷, and reach a desired result.
For instance, suppose the desired result is “54.” The player can track down a 4, go to a multiplication gate, become 48, and then track down a 6, go to an addition gate, and arrive at 54. This system can present puzzles as simple as order of operations and as complex as differential equations.
Lexica, a multiplayer literary game, lets players explore a “game world that looks and feels a lot like World of Warcraft.” They complete quests by talking to literary characters, such as Jane Austen’s Emma, and reading the classic books in the game’s library. “The game’s characters will talk to you about what you’re reading.”
Some games let kids be designers and coders, writes Emmanuel Felton on the Hechinger Report.
In Globaloria, students learn how to code Flash, said Shubha Tuljapurkar, director of Globaloria West. “That’s an important skill. But that’s not necessarily something a kid wants to do, but they do want to create their very own monster.”
Zulama, which lets students design and built games, was developed by Nikki Navta, the mother of teenage boys obsessed with Minecraft and World of Warcraft. Students work collaboratively to master 3D modeling and mobile game design.
Even more than new technology, teachers want training in how to use tech tools, writes Liz Willen on the Hechinger Report.
Austin, TX. – With apps for everything from annotating poetry to understanding literature through hip hop, it might have seemed teachers in attendance at the sprawling South by Southwest.edu (SXSW) festival last week were hungry for new tools and technology.
After all, a dizzying menu of new classroom technology prevailed; there was even an interactive playground to try it all out.
The RobotsLab was on hand to demonstrate math and science concepts using what else? Robots.
But technology isn’t much use without training, teachers say. In a nationwide survey of more than 600 K-12 teachers, half said they didn’t get enough help in how to use technology in the classroom, reports digedu.
Some teachers feel left out of the debate on how to use technology to improve teaching and learning.
“Teachers show up at large, industry-driven conferences feeling more than a little like middle school students at their first dance. They want to be there so badly but they are completely confused as to how they fit in and what role they should adopt,’’ Shawn Rubin of EdSurge wrote in a column after last year’s festival.
Middle-school teacher Josh Work has 5 Tips to Help Teachers Who Struggle with Technology.
Mass personalization is a big concept with a subtle sting. It involves gathering data on individuals and groups in order to tailor products and services to them. It surrounds them with stuff that supposedly reflects their likes and needs; it can be quite hard to get through this customized swarm.
For instance, Google Instant predicts your search strings as you type, stores your responses to its suggestions, and uses the data to improve its predictions. Facebook gathers information on what you and your friends “like” and then displays advertisements based on your “likes.” Amazon recommends books on the basis of your purchase patterns and the patterns of those who have purchased similar books. The general idea is to figure out what you’re likely to buy and then get you to buy it–that is, to make the probable actual.
In education, mass personalization is supposed to deliver individualized instruction for all. The hope is that all students will make progress if the instruction is matched to them. In its National Education Technology Plan, the U.S. Department of Education describes the ASSISTment system, used by more than 4,000 public schools in Worcester, Massachusetts. This system collects data on students’ performance and problem-solving behavior (such as their help-seeking patterns), and offers students personalized hints and tutoring.
Along similar lines, Wireless Generation sells software that, according to GothamSchools, allows teachers to record their observations of students with a mobile device. The software then sorts and analyzes the data. The New York City Department of Education plans to renew its contract with Wireless Generation; this will allow the company to sell its mobile devices and software to New York City schools.
Several existing Wireless Generation products may be involved. The mClass® assessment and analysis tools consist of mobile device and data-analyzing software. The mobile device gives the teacher a question to ask the student (in reading or mathematics). The device then records the student’s answer and enters it into a database. Having gathered data, the software generates reports and individualized learning plans. It makes suggestions for groupings of students, homework activities, and more.
There is something unsettling about this contract, beyond the possible conflict of interest (former NYC schools chancellor Joel Klein is now executive vice president at News Corporation, which purchased Wireless Generation shortly after he accepted the position). [Read more…]