Learning Technologies Resources
As noted in the course description, the purpose of this course is to develop a deep understanding of technology integration across the various content areas. Guided by the framework of technological pedagogical content knowledge (TPACK), candidates negotiate the relationships between technology, pedagogy, and content, thereby building an understanding of how technology can support active and constructive learning.
Module 7: Games, Programming & Emerging Technologies
Readings- Takeuchi, L., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York: The Joan Ganz Gooney Center at Sesame Workshop. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf
- Grover, S. (May, 2013). Learning to code is not enough. Retrieved from https://www.edsurge.com/n/2013-05-28-opinion-learning-to-code-isn-t-enough
- Cuban, L. (August 16, 2014). Tissue paper reforms: Coding for Kindergartners. [Web log comment.] Retrieved from https://larrycuban.wordpress.com/2014/08/16/tissue-paper-reforms-coding-for-kindergartners/
- Di Blas, N., & Paolini, P. (2014). Multi-User virtual environments fostering collaboration in formal education. Educational Technology & Society, 17 (1), 54–69. Retrieved from https://delcat.worldcat.org/search?q=Multi-User+virtual+environments+fostering+collaboration+in+formal+education
- Peppler, K., & Bender, S. (2013). Maker movement spreads innovation one project at a time. Kappan, 95(3), 22-27. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.701.2096
- Provenzano, Nicholas. (2017) Acknowledging Ungraded Skills: An argument for using badges in makerspaces to recognize the skills students gain outside the traditional curriculum. George Lucas Educational Foundation: Edutopia. Retrieved from https://www.edutopia.org/article/acknowledging-ungraded-skills
- Horizon Report, Higher Education Edition, https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report
- Horizon Report, K-12 Edition, https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/
- The Lure of the Labyrinth, http://labyrinth.thinkport.org/www/
- Scratch, the famous block-oriented visual programming environment from MIT, http://scratch.mit.edu
- 4-H coding program funded by Google, https://thejournal.com/articles/2017/08/22/google-and-4h-to-establish-coding-program-in-22-states.aspx
- Hour of Code, http://code.org. Here you find a tool called App Lab with tutorials to learn how to code based on popular themes including Star Wars, Basketball, and Minecraft. A recent article explains how Minecraft can transform the world language classroom at https://edtechmagazine.com/k12/article/2017/11/minecraft-can-transform-your-world-language-classroom.
- Apple, Everyone Can Code, https://www.apple.com/everyone-can-code/
- Gaming Jam Guide. How can designing games about real world issues teach students empathy, systems thinking, and design thinking? This curriculum guide shares lesson plans and ideas for educators to implement created by experts who lead game jams themed on topics such as climate change, immigration stories and local voices, and future cities. http://press.etc.cmu.edu/index.php/product/game-jam-guide/
- Gaming. A new study cites impressive learning gains and increased classroom engagement when educational games are incorporated into existing instruction. News is at https://www.eschoolnews.com/2017/10/19/educational-games-teachers/. Article is here: Clark, Douglas B.; Tanner-Smith, Emily; Hostetler, Andrew; Fradkin, Aryah; Polikov, Vadim. 2017/05/23. Substantial Integration of Typical Educational Games Into Extended Curricula. Journal of the Learning Sciences. http://www.tandfonline.com/doi/abs/10.1080/10508406.2017.1333431?journalCode=hlns20&
- 3D Printing example: The Dremel 3D Idea Builder at https://3dprinter.dremel.com/ is used to make 3D goggles at http://smartbrief.com/original/2017/09/get-creative-your-3d-printer.
- Food Force, an online game produced by the United Nations to educate users on food aid distribution through the use of online role plays, https://en.wikipedia.org/wiki/Food_Force
- Whyville, a multiplayer game for helping K-12 students understand and enjoy science, https://en.wikipedia.org/wiki/Whyville
- Immune Attack, a game created by the Federation of American Scientists to teach immunology to high school students, https://en.wikipedia.org/wiki/Immune_Attack
- Adobe Creative Cloud advertisement: Many educators say using digital tools to solve problems helps students think about and understand subjects more deeply. Our free eTextbook will help your faculty teach students how to tackle academic work in innovative, digital ways that develop their creativity and critical-thinking skills. Download Adobe Creative Cloud Across the Curriculum: A Guide for Students and Teachers, by Dr. Todd Taylor, professor of English at the University of North Carolina at Chapel Hill. Free e-book https://edex.adobe.com/en/adobeforacademics/cc-across-curriculum
- Financial literacy: college debt. Creators of a free, web-based game called Payback are hoping it can help students better understand college debt. High-school teacher Brian Page says it could be a useful tool; others, such as Laura Levine, with JumpStart Coalition for Personal Financial Literacy, say there may be some teacher reluctance "with the social aspect." The New York Times (9/29/2017) https://www.nytimes.com/2017/09/29/your-money/paying-for-college/payback-college-loans.html
- Google Tour Builder, a new way to show people the places you've visited and the experiences you had along the way using Google Earth. You pick the locations right on the map, add in photos, text, and video, and then share your creation.
