Video Games as teaching tools?

      As a mother of two boys who love to play video games, I am constantly facing an internal conflict on whether or not video games are of any real use. Today however, I read an article that helped me to see that although games have the reputation for not having any educational value, they indeed offer tools that are sometimes not blatantly obvious. For instance, one wouldn't have thought that the game Zoo Tycoon would offer anything other than entertainment value, when indeed it promotes critical thinking and math skills. Zoo Tycoon is one of many 'management games', where the purpose is to create a business and stimulating environment. Other management games can also help teach science, social studies, and language arts while still entertaining those who play them.
      Other games encourage strategy while learning or conducting experiments to find out how things work (or don't work). Such games are "Model Trains 3D", and Microsoft's "Flight Simulator X".  While video games have the widespread reputation of not promoting any learning, the above games mentioned are only a few of the tools offered that do more than just occupy time; they also encourage thinking skills that can help in the real world while also stimulating their minds. While many games do not promote any learning of any kind, there are several others that can be used as teaching tools that can enable our children and students to reach beyond Mario and Luigi, and begin looking at the world in a different light. Utilizing particular video games in the classroom can give our children an opportunity to learn these thinking skills without even realizing it, while making us teachers look like the coolest ones around. Besides, isn't teaching about promoting learning while having fun?
     

Spreadsheets!

     I have recently begun familiarizing myself with spreadsheets. Now there is a tool that doesn't get enough credit! I have been amazed at the available add ons, uses, extras and so forth, that I am beginning to wonder what took me so long to use them. 

     Today I had the task of reviewing and evaluating a spreadsheet. Sounds simple enough, right? Well since I am just a beginner when it comes to this sort of thing, the reviewing and evaluating part was rocky at best. Although it was my duty to simply look at the spreadsheet & take note of the different changes I would make to it, I wanted to go further, deeper, and figure out what it is about spreadsheets that could possibly make my life easier in the classroom or assist my students in learning about history. In this blog however, I will just stick to the spreadsheet itself and what accommodations I would make for my classroom.

     The spreadsheet I selected to review was a 5th grade level history about Feudal Japan, and the Shinto religion. Very interesting topic indeed! The spreadsheet itself was very organized and detailed with some surprising purposes. Its motive was to help the students maintain an 'accounting sheet', by keeping track of assignments in order to compete against the other classmates, while demonstrating their and the other groups' strengths and weaknesses. I thought that the set up was great, and the idea spectacular! I think that it would be very easy to change it up a bit to fit the needs of my classroom. Obviously I would have to change the history subject, timeframe, location, and difficulty level, but the basics of it (assignments, layout, competing, etc) I would keep. Overall, an excellent learning experience! Although this was one of many examples of how to use spreadsheets in the classroom, I am really excited about the possibilities, and what kinds of amazing things I'll be able to do with spreadsheets!  

Classroom of the future...?

     I watched these incredibly interesting (and slightly dated) videos today on what the classrooms of the future would look like. How old you ask? Well, Reagan was president, Michael Jackson's BAD album was released, and The Simpsons made their television debut. Give up? It was 1987! 1987 was a great year, and also happens to fall within a great decade which housed the birth of the home computer.  So it should be no surprise that with their introduction, there came a rise in use of technology as well as the opportunity to let our imaginations run wild. These videos, though they are dated, are actually quite close to the type of technology we use today. For instance, video chat was depicted, voice recognition was used, research was conducted via computer, as well as computer screens built into the walls of the classroom in place of chalkboards. It was all so fascinating!
     What I found riveting was the use of video chat and the way it was depicted. In the video, a boy is home from school due to a broken leg yet attends class via chat. He is asked to conduct research and prepare for a history presentation that is due the next day, so uses his computer, and through voice command, finds the information he needs, then sends it electronically to his study partner. We could nearly do all of those things now (with the exception of voice command; that is still somewhat limited)! It was mind blowing to think of what we have accomplished in just a matter of decades. If only we could get the whole 'artificial intelligence' thing down. Then I could drink iced tea, while a robot cleans my house.

Reflections of Assistive Technologies

     Today I had the pleasure of viewing two videos on Assistive Technology (AT). One was titled Josh's Story (2008), and the other, Assistive Technology: Enabling Dreams (2009). Both were very powerful as well as informative pieces on what Assistive Technology has done for students with disabilities. Because I found the videos to be helpful, I have decided to post some information I learned from them in this blog.

     Sometimes when we look at a laptop or a cell phone, we don't always associate those items with the disabled. However, many students with disabilities rely on items such as these in order to function on a regular basis and actively participate in class. Susanna Martini is a student that relies heavily on AT in order to get around (her wheelchair), participate in school (her laptop), and call for help if need be (her cell phone). Susanna uses a voice activated software to complete written assignments, and a laptop with an on-screen keyboard to type, print, and surf the web. This type of technology has been instrumental in giving children like Susanna a new lease on life. Susanna is quoted as saying, "Assistive Technology is the major foundation of my life. Without it I could not exist as I am today" (Assistive Technology, 2009).

     We can all most certainly agree that the ease at which we are able to use the Internet to do everyday tasks, and research makes our lives a lot easier. But I'm sure that because of how easy it is to surf the web, we can also take this technological tool for granted. Students with disabilities on the other hand, view the Internet as a tool that not only connects them to the world, but also promotes individualism and independence; enabling them to do their own research, make connections with friends, and provide them with a sense of self worth.  

     For some students, Assistive Technology goes beyond using the Internet. For those students who are unable to speak or move freely, AT gives them the ability to do their assignments, work from home, or tell their parents about their day using sensors attached to their computers, or utilizing systems that encourage the students to speak on their own. One such example was shown in Josh's Story. Josh is a young boy with Autism Spectrum Disorder who was initially non-verbal, and non-participatory in class. With the help of a 'super talker', he has come leaps and bounds. Where Josh was unable or reluctant to speak, Assistive Technology has helped him to establish himself as an independent student, and encouraged him to be more actively engaged in class, rather than wandering around as he had done before the technology was introduced. His confidence has grown, and he has been able to participate in class and positively interact with his peers, as well as communicate his needs and wants verbally. AT was essentially a launching pad for Josh to become an active participant in class and at home. 

     There are other technologies at work that also enable students to participate in activities they may otherwise not be able to. For example, a young student by the name of Lucas Bratcher was introduced in the video, Assistive Technology. Lucas has limited mobility, yet plays in the jazz and marching band at his school. Because of AT, he is able to use his laptop to help with his homework, and has learned to play a euphonium horn using a machine with a joystick attached to his instrument. Because of the success Lucas has experiences with AT, he has become a fine musician, and hopes that he will be able to get a music scholarship to college. This is a dream that might not have been possible if it weren't for the technology available to him.

     Assistive technology has allowed these students to succeed in areas they may otherwise not be able to. It has bridged the gap in how these students communicate with others, and participate in the classroom. Unfortunately, some of these types of technologies are not widely available, affordable, and in many circumstances, parents, students, and teachers are either unaware of the technology available, or have not been properly trained on how to use them. Hopefully with the technological advancements being made and the rate at which people are using them, this gap will surely close, and all students who have a disability will have easy access to these tools that have proven to be a positive good.

        My name is Misti Love-Ingelstrom, and I am a sophomore at Boise State University. Currently I am working on my first bachelors degree in History, Secondary Education with a minor in Anthropology. My preferred age group is high school, with teaching at the university level as a future goal after I obtain my Doctorate. I, however, could get into high school and absolutely love it and never want to leave - we shall see. Even if I do decide to stay at the high school level, the doctorate is non-negotiable; it has been a lifelong dream of mine to be called, "Dr. Love". 

         I'm going into teaching because I have a passion for learning, and I love sharing my knowledge with others. I feel like teaching is the ultimate service to the community because it enables us as individuals to encourage and contribute to the advancement of our society, while helping to teach children and adults to be positive members of the general public.
        
        As far as personal information such as hobbies or interests, I'd say that first and foremost I enjoy any and all activities that have to do with learning, the outdoors, or sports in general. I consider myself somewhat of an athletic person, and I also like to delve into crafts such as sewing and scrapbooking. Not to mention, I LOVE a good book. I am a full-time student, which happens to work part-time, and take care two school-aged sons. I am married, (for nearly 10 years! My, how time flies!), and my husband is incredibly supportive of my educational goals. I'm sure he will be thrilled to "have his wife back" come fall of 2015; my expected date of graduation. 
       
        I am a lifelong learner, and I really look forward to teaching and passing along the knowledge I have gained while at this great university. I can only hope that my passion for learning and teaching will rub off onto my future students, and encourage them to do well and excel in school.  

      


      "Give every day the chance to become the most beautiful day of your life" ~ Mark Twain

       My very first post!!! Although at this very moment I am a bit perplexed as far as what to do in this class, I know that the details will unfold in due time.  I have always considered myself as a bit of a 'tech savvy' person, but I find myself stumbling just a tad. On a positive note, I never in a million years thought that I would have the opportunity to delve into so many different technological facades, and gain such a knowledge that will most certainly help me once I have my own classroom.

This journey, though challenging, will be rewarding once it is complete.