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Using digital games in the classroom doesn’t have to break the bank. Teachers and students can take advantage of free, content-rich, browser-based digital game hubs with hundreds of potential games to choose from. Educators can use these games for teachable moments, warm-ups, homework assignments, re-teaching concepts – the list goes on and on. I originally wrote this post for MindShift back on March 27, 2014. Please enjoy it and use the games hubs as resources for instruction.

Written by: Ryan Schaaf

Original Source

Web-based games can prove to be a treasure trove of learning opportunities, and there are a variety of content-areas, age ranges, and skill levels to choose from. The true pay dirt for browser-based learning games can be found on large online digital game hubs. Here are 10 game hubs players that teachers can use to as one tool in their arsenal.

1. Sheppard Software

Headed by Brad Sheppard, Sheppard Software hosts hundreds of free, online, educational games for kids. The site organizes its games into categories, which allow students and teachers to easily navigate by subject area and find a suitable game that caters to either an instructional need or a child’s sense of curiosity and thirst of knowledge and challenge.

2. PBS Kids Games

PBS KIDS creates curriculum-based entertainment. The games site hosts a number of browser-based gaming experiences based on popular literary and media franchises such as The Cat in the Hat, Curious George, Sesame Street, and more. Games are organized by subject-type, which includes math, healthy habits, science, reading, and teamwork.

3. Mr. Nussbaum

Created by Greg Nussbaum, a Virginia public school teacher, Mr. Nussbaum boasts over 3,500 content pages with a wide variety of learning games organized by content type and grade level. This site is also optimized for use on a tablet and an interactive whiteboard.

4. National Geographic Kids

The world-famous National Geographic hosts over 100 fun, engaging, and interactive science, action, adventure, geography, quiz, and puzzle games. For a free game hub, the production quality on games or interactives such as Wildest Weather, On the Trail of Captain John Smith, and The Underground Railroad: Journey to Freedom is truly remarkable.

5. Poptropica

Under the creative direction of Jeff Kinney, author of Diary of a Wimpy Kid, Poptropica® is a virtual world in which kids explore and play in complete safety. Every month, millions of kids from around the world are entertained and informed by Poptropica’s engaging quests, stories, and games.

6. Funbrain

Funbrain, created for kids ages preschool through grade 8, offers more than 100 fun, interactive games that develop skills in math, reading, and literacy. Plus, kids can read a variety of popular books and comics on the site, including Diary of a Wimpy Kid, Amelia Writes Again, andBrewster Rocket.

7. BBC Schools: Games

The British counterpart of our PBS, the BBC, offers interactive digital games and activities involving subjects such as literacy, numeracy, history, mathematics, music, and the arts. The games are also categorized into age ranges. The cartoon graphics are very appealing for children, but the content is stellar for teachers and parents that want children to play to learn.

8. Primary Games

With games and activities that meet curriculum needs for math, science, language arts, and social studies, Primary Games houses over 1,000 game titles. The site includes curriculum guides for teachers to use in conjunction with the games.

9. ABCYa.com

This game site offers teacher-created and approved educational computer games for elementary students to learn math and language arts on the web. Featured by The New York Times, Apple, and Fox News, ABCYa.com provides young children well-crafted games and activities.

10. Arcademic Skill Builders

Arcademic Skill Builders are online educational video games that offer a powerful approach to learning basic math, language arts, vocabulary, and thinking skills. Arcademic games challenge students to improve their scores through repetitive, timed learning drills that provide immediate feedback.

Ryan Schaaf is Assistant Professor of Technology at the School of Education at Notre Dame of Maryland University.

 

As digital learning games evolve, so does their relevance for 21st Century teaching, learning and assessment. Developers are inching ever so closer to designing digital games that embed academic content, provide educational scaffolding for a personalized learning experience for each player and assessing learner performance while simultaneously collecting data for educators.  However,  Emmanuel Felton at The Hechinger Report examines the potential for students to create their own learning games and the transferrable skills they develop during their endeavors. 

 

Posted by: Ryan Schaaf

Original Source

A new generation of educational games is harnessing students’ love of video games and turning them into voracious learners — without them even realizing it.

That’s the promise, anyway. Unlike previous educational games that functioned like glorified worksheets or tech-enhanced tests, the latest game developers say they are closer to figuring out how to unlock kids’ passion for gaming.

While some programs still use video games as the primary mode of instruction, other developers think kids’ passion for gaming is so strong that they will want to build their own games.

Nikki Navta, who spent 20 years in textbook publishing, founded Zulama, a curriculum that lets students design and build games, after a conversation with her two teenage sons.

“They were obsessed first with Minecraft and then with World of Warcraft,” Navta said of two popular online games. “I was initially mortified but as I listened to them I could see the possibilities for increasing engagement in the classroom.”

While the course topics are futuristic — for example, 3D modeling and mobile game design — Navta argues that the increased engagement results in academic achievement in more traditional subjects, like English and social studies.

“They are working collaboratively and doing the kind of teamwork that employers are looking for,” she said.

Navta says that Zulama’s hands-on courses moves the curriculum from rote memorization to learning that fosters creativity in students.

Navta was one of several developers at the EdSurge Tech for Schools Summit in Los Angeles in mid-September — an expo that gave over 30 companies a chance to show off their wares to administrators and teachers — who say educational gaming is getting closer to the goal of melding higher order learning with entertainment.

Robert Huizar, a fourth grade teacher who was at the summit to rally other teachers to use Zeal, a math and English game.

Students, who create avatars called Zealots, work through a series of questions. The game has two modes. The competition mode has students race to the finish line by correctly answering questions quickly. In collaboration mode, students earn points by helping fellow students who are struggling.

While the interface is fairly standard, Huizar says that the way the game can be integrated into the classroom is a critical improvement.

“Zeal helps teachers make the Common Core fun by turning it into a game,” said Huizar. “Students earn coins as they do their work. It makes learning cool. They come in the next day and ask, ‘How did you do on that place value objective last night?’”

Huizar, who used Zeal in his classroom last year, teaches at a Rocketship Education charter school in East San Jose, California. Rocketship’s founder left to start Zeal.

Huizar boasts that Zeal gets an accurate reading of each student’s level of understanding right away, allowing for personalized instruction for each student. Last year, he taught a class of 120 kids using Zeal.

“I don’t have to intervene when they are on Zeal,” said Huizar. “That frees me up to pull kids who were either really interested in a topic or that needed extra help into smaller groups.”

Shubha Tuljapurkar, Director of Globaloria, West, agrees.

Like Zulama, Globaloria is a game design program, which sets out to teach students Science, Technology, Math and Engineering material by having them design and code games.

“They don’t know that they are learning,” said Tuljapurkar. “That’s what’s powerful. They are learning how to, for example, code Flash. 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.”

Globaloria allows students to play their finished game and publish it to the Internet and holds game design competitions where students can win prizes like laptops.

Christopher Elementary School in southeast San Jose, California, is one of the schools using Globaloria.

“Christopher isn’t a rich school,” said Tuljapurkar. “But we have seen test scores rise and I personally have seen the students’ confidence build up after they won our global game design competition.”

Despite the hype, there’s still little research about whether educational gaming is improving student achievement.

In April 2012, Pearson, an education company that sells textbooks and other educational products, released a report on the effects of gaming on academic performance. The report found that studies were rare and the results were mixed.

And if the goal is to have students engage with educational games in the same way they engage with games like Minecraft, they still have a ways to go according to Angel Carrasco, a seventh grader at KIPP Sol Academy in East Los Angeles, who spoke on a student panel at the summit.

“You can play games in school and learn but it’s not really the kind of games we play at home,” said Carrasco.

What do you consider to be the essential 21st Century skills that students need to have once they leave skill? What are those skills that students need not just to survive but to thrive in the real world? People may quibble over the language but basically we all come up the same skills. The article below by Saomya Saxena outlines 10 characteristics of a 21st Century Classroom which will help us develop those skills in our students.

Posted By Sherwen Mohan

Original Source 

Top 10 Characteristics of a 21st Century Classroom

As education advances with the help of technology, it becomes very clear that the modern day classroom needs are very different from the conventional classroom needs.

The evolved 21st century classroom is a productive environment in which students can develop the skills they will require in the workplace and teachers are facilitators of their learning. The focus of a 21st century classroom is on students experiencing the environment they will enter as modern day workers and developing their higher order thinking skills, effective communication skills, collaboration skills, making them adept with using technology and all other skills that they will need in the 21st century workplace.

The educational practices of the traditional classroom are no longer effective and teachers must develop new teaching strategies that are radically different from those employed in the traditional classrooms. The modern day classroom should be more centered on students and teachers should take the role of facilitators and guides instead of being mere providers of knowledge. They must ensure that they engage their students in learning and provide effective instruction using a variety of instructional methods and following different pedagogical approaches aided with technology. They should be active participants in their own learning and must seek out professional development to improve their performance and their students’ learning.

A 21st century classroom has many characteristics associated with it which distinguish it from the classrooms of the past centuries. The top 10 characteristics of a 21st century classroom are:

Student-centric: In these classrooms, students play an active role in their learning and teachers serve as mere guides. They are more facilitators of learning than lecturers. They help students think critically and learn by doing and act as a resource while their students discover and master new concepts. Student-centric classroom environments put students’ interests first and are focused on each student’s needs, abilities and learning styles.

Computing devices: Computers are readily available in modern classrooms, since they are essential tools for 21st century students and replace the utilities of pen and paper. They not only give students the means to conduct online research and master the technology skills they need, but they also give teachers the opportunity to enhance their lessons. The ability to deftly operate a computer is a critical 21st century skill. Computing devices greatly assist in teaching and learning and make them more engaging and effective.

Active learning: In modern classrooms, students are actively engaged in what they learn. Students participate in more active learning by working in groups or on computers and complete projects and other interesting activities that help them discover new skills. Students can learn actively by talking and listening, writing, reading and reflecting. When students are encouraged to take an active interest in learning, they are more likely to retain the knowledge they’ve accumulated.

Adaptive learning: Any classroom will always have students of different types of learning abilities in it which often makes it difficult for teachers to make sure that all of them understand the concepts. The modern approach of adaptive learning gives students the freedom to learn at their own pace and in the way they are most comfortable with. There are various kinds of software available for adaptive learning that teachers can use to enhance the learning of their students.

Invitational environment: The classrooms should not be cramped or overcrowded. Modern classrooms should have the basic material required for teaching such as, interactive whiteboards and LCD projectors. The BYOD (Bring-Your-Own-Device) approach can be adopted, so that students can bring their laptops or tablets to the classroom for better personalized learning. Teaching with technological material is more effective, stimulates student engagement, eases the work of teachers and makes it easy for students to focus on learning.

Students understand and follow the rules and procedures: The learning environment is carefully planned and well-organized. Class rules, procedures, and notices of upcoming activities are posted in convenient places to help students stay on track. Students are constantly encouraged to remind them of their goals and responsibilities. They follow class routines and understand what they are expected to achieve each day and how they are to go about it.

Mutual respect: Teachers and students should always have respect for each other. As now the role of teachers is no longer to be the sage on the stage, students should not forget their value as they will always receive guidance from them. Also, teachers should encourage students to speak with confidence and value their opinions. In a well-disciplined environment, students should also co-operate with and respect their classmates.

Students take responsibility of their learning: As students are encouraged to actively participate in their own learning, they become responsible for their learning. Self-directed students not only encourage each other, but also work with their teacher to achieve academic and behavioral goals that they themselves have helped establish. Teachers should employ a variety of strategies to promote responsible decision-making and create self-reliant students.

Performance-based assessments: Regular performance-based assessments are carried out by teachers through various methods which are not restricted to tests. These can be by conducting quizzes and polls. Teachers can utilize projects as well as other products and performances as assessments to determine student achievements and needs. Assessments are tailored to the abilities and needs of the students.

Collaborative learning: Learning through collaboration is one of the most effective forms of learning. Teaching and learning in isolation are very restrictive and hinder progress. Learning in groups enhances the scope of learning and develops critical thinking. Collaborative learning activities include collaborative writing, group projects, joint problem solving, debates and more. Collaborative learning redefines traditional student-teacher relationship in the classroom.

Technology plays a big role in developing all of these characteristics for modern classrooms. These classrooms enhance the learning experience and better prepare students for higher education and workforce. Share your views and other characteristics that you would like to see in your 21st century classrooms. The Comment Box awaits you.

Here’s a great video that demonstrates in just a few seconds the impact of what Clayton Christensen calls disruptive innovation.

“Evolution of the Desk” is an initiative borne out of the Harvard Innovation Lab. The goal is to illustrate the impact that technology has had on our lives over the last 35 years. A cluttered desk, complete with a rolodex, a file cabinet, and a fax machine, transforms into a much cleaner, simpler surface consisting of only a laptop and a mobile phone. Of course, some things in life – like the sun – are everlasting, so the shades persist throughout the years.

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All of the vintage items featured in this video are authentic. The Macintosh Classic, corded phone, fax machine, globe, corkboard, Polaroid camera, and rolodex were all purchased through individual sellers on Ebay. The radio was acquired from Goodwill, and the picture frame came from pictureframes.com. The rest of the items were found lying around in basements, storage units, and garage sales. And the sunglasses? Those were easy since we actually still own a pair.

How has your desk changed over the years?

For adolescents, adequate sleep is crucial for proper growth. The American Academy of Sleep Medicine reports that teens need a little more than nine hours of sleep each night. Previous researches have highlighted how lack of sufficient sleep puts teens at the risk of cognitive and emotional difficulties, disciplinary problems, negative moods and lack of attention at school.Their latest study, led by researchers at Uppsala Universitet, highlights other problems linked with lack of sleep. This September 24, 2014 Science World article by Benita Matilda reveals that adolescents who suffer from sleep disturbance or habitual short sleep duration are unlikely to progress academically as compared to those who receive sufficient sleep.

Posted by Sherwen Mohan

Original Source 

A new Swedish study links lack of sleep among adolescents to an increased risk of failure in school.

For adolescents, adequate sleep is crucial for proper growth. The American Academy of Sleep Medicine reports that teens need a little more than nine hours of sleep each night. Previous researches have highlighted how lack of sufficient sleep puts teens at the risk of cognitive and emotional difficulties, disciplinary problems, negative moods and lack of attention at school.

The latest study, led by researchers at Uppsala Universitet, highlights other problems linked with lack of sleep. They reveal that adolescents who suffer from sleep disturbance or habitual short sleep duration are unlikely to progress academically as compared to those who receive sufficient sleep.

The finding is based on the evaluation of more than 20,000 adolescents, aged between 12-19 years, from Uppsala County. They noticed that risk of failure in school increased if the adolescents slept for less than 7 hours per day. .

“Another important finding of our study is that around 30 percent of the adolescents reported regular sleep problems. Similar observations have been made in other adolescent cohorts, indicating that sleep problems among adolescents have reached an epidemic level in our modern societies,” said Christian Benedict, lead researcher of the study.

Recently, a study conducted by the University of Pittsburgh found that increasing the amount of sleep helps teens improve insulin resistance and prevent the future onset of diabetes.

The study was documented in the Journal Sleep Medicine. It was supported by the Swedish Brain Foundation and Novo Nordisk Foundation.

©2014 ScienceWorldReport.com All rights reserved. Do not reproduce without permission. The window to the world of science news.

This wonderful article by Rafranz Davis was originally published in Edutopia on September 24, 2014. She writes about creating a “Wonder Shelf” – a shelf full of digital and non-digital discovery tools for students to play with. What a wonderful way to move beyond self discovery to self directed learning.

Posted by Sherwen Mohan

Original Source 

As a high school math teacher, it was important for me to create a learning space that welcomed on-demand wonder and exploration. I knew that I planned to have a few essential hands-on math tools, and in the last few years, I also knew that I needed to have other items that were essential for providing kids more creative freedom. With a few containers, manipulatives, and supplies, along with some technology, I created a space that my students would go on to name “the wonder shelves.” What you are about to read was not an overnight process, but one that grew over an eight-year span.

Components of the Wonder Shelves

A few years ago, the wonder shelves housed our classroom math manipulatives sorted into individual or group containers. I knew that I wanted our learning tools to be accessible as needed, but I also knew that I needed to keep them organized to save time. Using disposable food containers individualized by purpose or tool, I created a system for organizing tools that kids could explore during lessons, after lessons, and sometimes before or after school.

As I got to know my students, I began learning about their other interests outside of class. I found that many were dabbling in the creative arts, so I added quite a few things specific to those pursuits during the course of the year. Our shelves grew to hold art pads, sketchbooks, air-dry clay, molding tools, various markers, art pencils, beads, string, Legos, K’nex, and glue.

While this may sound a bit much for a high school algebra 1 or geometry class, it was amazing to see students use their downtime to explore their interests, create, and learn. On many occasions, I found them creating items specific to areas that we were studying, like making bracelets or necklaces that involved recursive or geometric sequences, and then challenging their peers to determine the equation. They created structures using Legos and K’nex to build us a geometric city where we explored concepts like taxicab geometry, angle pair relationships, and even measurement.

Through our school’s Upward Bound Math and Science program, which I sponsored, we inherited a Lego Mindstorm kit and that opened up an entirely new world to students in the area of robotics. We had no idea how to actually program the robot, but the Mindstorm kit didn’t sit idle on the shelf. We learned together, and in the process, we developed meaningful relationships that enhanced our growth in and out of class.

When I received classroom technology like laptops and iPads, they were housed on the wonder shelves and not locked away in a cabinet. Doing this created a space where learning extended to whatever students could create and interact with on a device. I was pleasantly shocked to turn on an iPad and see a stop-motion creation using clay to illustrate changes in volume of a cylinder — and this was something that I hadn’t assigned! When you give kids space and access to explore, this is what can happen.

Our latest addition was a MakeyMakey after I learned about it through Twitter. I never told the kids what it did. They looked it up on their own, and before long, it became the hit of the wonder shelf as if their daily goal was to try “crazy” ideas and test them. These were the moments that the early-morning Edmodo alerts came through. Kids wanted to make sure that I was there!

From Wonder Shelf to Makerspace

What I created in my classroom space was a place where kids could explore learning and create. Until this summer, it never occurred to me that what we had developed was in essence the “theoretical” definition of a Makerspace. As I talked about this space over the summer, many teachers asked how we did this with administrative holds on creativity outside of the curriculum. Simply put, my students and I had designed in-class learning that adhered to our goals. What kids did when they met those goals or on their own time was fair game, and this space gave room to the idea of learning beyond our standards.

The wonder shelves also meant that my students, with a majority of them falling into more marginalized populations, were provided experiences that they would not have had in any other learning venue.

Do you have a wonder shelf or something similar in your classroom? Please tell us about it.