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Video Game Model in the Classroom

Brielle Hibma

EDUC 3302 Technology in Education

October 23, 2013

IS THE VIDEO GAME MODEL AN EFFECTIVE LEARNING TOOL?

            Neurologist and teacher, Dr. Judy Willis, made a claim in her article, A Neurologist makes a Case for the Video Game Model as a Learning Tool, that video games are created in such a way that keeps young people coming back for more. What she has discovered is that dopamine is released in higher than normal levels to the brain after succeeding in a game level and receiving positive feedback or reinforcement. I think the idea Dr. Willis presented for educators in her article, for teachers to model the prompt feedback for achievement and success in students, can in fact, be a useful strategy in the classroom if used correctly. At first, reading the article, I was skeptical of where she was heading with the idea, but as I read further I understood better. Dr. Willis is not suggesting that every activity be made into a “game” as I had initially misunderstood. Rather, she is signifying the benefit of students and teachers working together to set individual goals that are challenging yet achievable. In doing this, the student will be able to watch themselves progress and experience the release of dopamine when they do well and reach a goal, just as they would when conquering a video game level. I agree with the importance of the teacher working individually with each student on their goals for specific learning outcomes, as each student has different strengths and may be learning at a slightly different level than their peers. This gives students the opportunity to watch themselves be successful at something that is individually challenging.

            While I agree with the positive outcomes of a teaching strategy such as the one Dr. Willis presents, the downside to creating this model in the classroom would be the difficulty in finding balance. It is important that if a model such as this were to be implemented, that the teacher does not take away time from classroom lectures, discussions, and projects. Although I am not yet a professional educator, I understand that certain laws and state regulations require students at each grade level to have a certain degree of proficiency and understanding. While it is true that students learn at different rates and are challenged by different things, making too much of a separate and individualized learning plan may cause too much of a rift in classroom balance and grade level success. Overall, I think the video game model presented is a novel idea that can encourage and empower students to achieve more based on their learning, but it is important for the teacher to maintain a balance between individual and whole class goals.

 

WORKS CITED:

 

Willis, Judy. "A Neurologist Makes the Case for the Video Game Model as a Learning Tool." Edutopia. 14 Apr 2011: n. page. Web. 23 Oct. 2013. <http://www.edutopia.org/blog/video-games-learning-student-engagement-judy-willis>.

Interactive Whiteboards

Brielle Hibma

EDUC 3302 Technology in Education
October 16, 2013       

Interactive Whiteboards

            Interactive whiteboards can be such a powerful tool for teachers to utilize in the classroom. The biggest emphasis that I can see on the use of these tools is their ability to engage visual, auditory, and kinesthetic learners. According to the research found in Robert Marzano’s article, The Art and Science of Teaching/Teaching with Interactive Whiteboards, there were three factors of the interactive whiteboards that had the greatest impact on student achievement. The learner response device, which is a hand-held tool for each student, allowing them to respond to questions from the teacher with their answers posted on the board, was the first feature that showed increases in student success. I think that this tool provides opportunities for students to interact (kinesthetic) with the material and each other, while seeing (visual) the responses of other students in the class. At this point, the teacher and students are able to discuss (auditory) the results. While this tool is particularly useful for kinesthetic learners, all learning styles can benefit. In my opinion, it allows the students in the classroom to share their thoughts without fear of being incorrect. Also, it provides an opportunity for the teacher to assess themselves and the students understanding in a certain area, allowing for the chance to review or move on to new information depending on the results.

            While there are many advantages to using the interactive whiteboard in the classroom, I would think that an overreliance on technology devices might take away from individual assessment and relationship with the student. Also, too much stimulation with the devices might cause students to be over stirred, detracting from their learning. Although there are so many advantages to using this tool in the classroom, a teacher needs to be careful on how the presentation is put together. There is nothing that can replace personal interaction between the students. If an interactive whiteboard were to be used as a digital tool to enhance learning outcomes, I do not think that it should replace other classroom strategies that are already working well such as student-student conversations, teacher-student conversations, writing, reading a book, or interactive activities. Overall, the interactive whiteboard is a very useful and important device that, if used well, can really enhance the learning of students. As we are living in an increasingly technological and digitally connected world, I think it is important for students to be introduced to technology in the classroom so that they will be better prepared for the world that awaits them.

Works Cited

Marzano, Robert. "The Art and Science of Teaching/Teaching with Interactive Whiteboards." Educational Leadership. 67.3 (2009): n. page. Web. 16 Oct. 2013. <http://www.ascd.org/publications/educational-leadership/nov09/vol67/num03/Teaching-with-Interactive-Whiteboards.asp&xgt

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