EDTC 6431: ISTE Standard 1 Reflection

My question was; how can technology be used by students to facilitate critical thinking, creative thinking and complex problem solving?

The fact that we are living in the digital age necessitates utilizing technology in the classroom.  Technology has greatly changed the way people communicate and  learn. Teachers must also become skilled at evaluating various educational technologies.  One way students can use technology creatively is through digital storytelling.  Digital storytelling is great because it can be modified and scaffolded to all different ages and abilities.  Digital stories are a great way to engage students and to help them learn on a deeper level.  Additionally, in the process of digital storytelling students will be using writing and presentation skills.  Another effective way of engaging students using technology is through video games.   Many students enjoy video games and using them in the classroom in the right way can be a very effective way to increase their learning.  One classroom I read about used the popular video game Minecraft. The students worked together and researched topics including architecture, physics, and model building.  All the students in the class had improved attendance, confidence, engagement and participation.  Another valuable tool in video games is alternate reality gaming.  In an article I found, students worked in teams on simulated real-world problems.  This project required that participants to think critically and creatively about complex problems, come up with strategies to address those problems, consider real-world problems (such as poverty and universal education), communicate effectively with group members, and work as part of a collaborative team.  Simulations are a very valuable tool to help students gain a more in-depth understanding and to have a more involved experience with the course material/topic.  The use of technology in the classroom, such as digital storytelling and video games can be a way for students to creatively express themselves, feel empowered, and learn information in a way that is more meaningful to them.

Sources

Tromba, P. (2013). Build engagement and knowledge one block at a time with Minecraft. Learning Leading with Technology, June/July, 20–23.

Dondlinger, M., & McLeod, J. (2015). Solving Real World Problems With Alternate Reality Gaming: Student Experiences in the Global Village Playground Capstone Course Design. The Interdisciplinary Journal of Problem-Based Learning, 9(2), 24-24. Retrieved July 5, 2015, from http://docs.lib.purdue.edu/ijpbl/vol9/iss2/3/

Link to Coggle

ISTE Standard 1 Mind Map Danielle Petrovich

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2 thoughts on “EDTC 6431: ISTE Standard 1 Reflection

  1. I enjoyed reading your post and felt that you did a great job describing how the various technologies can be used to inspire creativity and collaboration. The alternate reality gaming is such a unique and fun way to engage students and guide them as they address complex issues. Do you think that both digital story telling and video games would have the same results in lower elementary, specifically Kindergarten and First grades? I love the idea of using these in a lower elementary classroom but I am concerned that these may be too advanced for 5-7 year olds.
    Thanks for the fantastic post!

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    • Hi! Thanks for reading and commenting! I think digital story-telling and video games definitely could be used in lower elementary grades, but it would be executed differently. It would be necessary to build some background knowledge beforehand. Not all students come from homes with computers and gaming consoles, so it could be an entirely foreign experience to them. Students would need to be shown clear examples and given directions and guidance. The Minecraft article I mentioned discussed the idea that not all games have academic value, and that some games that are educational lack the same appeal that commercially successful ones have. I think with younger students you would choose much simpler games and play them for shorter periods of time. Maybe it would be a game to help them learn vocabulary or practice basic math skills. Eventually basic simulations relevant to something you are discussing in class could be incorporated. I think a lot of the technology use in the earlier grades is predominantly focused on expanding computer and technology literacy, and building a foundation for more in-depth usage in their academic futures. When it comes to digital story-telling, it could be as simple as the student making a digital comic book strip to retell a story or event, and then sharing it with their peers. Younger kids would probably use less words and focus more on visuals.

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