These games are ones that we have tried and tested during an input throughout the module: here are my opinions of them.
Professor Kageyama's Maths Training
End of 1st level/Early 2nd level
Children could get easily bored with this game. It is simple maths for a competent mathematician but the game is not engaging. The children may strive to improve their time for each game. Some of the more advanced games may appeal to less able children for practise but the timings pre-set into the game are slightly unrealistic for children of a lower ability. This could deter them if they feel they are not doing it as competently as the game 'expects'.
Artemis Fowl - Flips Interactive Books
2nd level - depending on level of the text this could be used in other levels.
Using this could encourage children to read because it is not just sitting with a book which may bore some children, the novelty of having it on the console may engage some. Little things like turning the page like a proper book but on the screen and collecting pieces of code (in Artemis Fowl) could add to the novelty factor of reading for some children.
Word Academy
1st/2nd level
This game could improve children's vocabulary, written and spoken. It could improve spelling too. The games are relatively engaging and could keep children's focus to complete the tasks. Would require children to read the instructions carefully to understand what each game is asking for; so a good ability to read would be needed to start with.
Thursday 31 March 2011
Saturday 12 March 2011
Crazy Talk as a learning tool
Today with Collette we used a programme called Crazy Talk which allows you to add animation to any picture saved on the computer. I decided to practise by creating one that could be incorporated into our collaborative wikispace for People Who Help Us.
I have used the in built text to audio feature to give this paramedic a voice to talk to the children. There is also the option to record audio onto the programme yourself. I would use this feature if I were to use create an animation for a class, it would be more personal as the virtual voices do sound very robot-like. It is also a very time consuming resource to create (as there are a lot of controls to fiddle with to get the animation in the right parts of the face) and this could deter the use of it as a frequent learning tool. Due to the intricit work needed to create the desired facial expressions (although there are some pre-saved movements) I would possibily not use this with children except for well advanced upper years children. Although I still feel it is a useful educational tool as it could be pre-made by the teacher and used as a stimulus for the children's work or a learning context.
Using the Crazy Talk as a stimulus based on a topic that is of high interest within your class would create a deep sense of motivation for the work which you set. There has been much research into the improvement in interaction with tasks if the children are motivated by the challenge. According to Keller's ARCS model of motivation establishing the relevance of what is being learnt will increase children's motivation. Using ICT (in any form) to introduce a new way of using something that is familiar to the children will also meet the Satisfaction aspect of this model, as making it fun for the children will be satisfaction enough to motivate the children to engage with the task in hand.
This approach to using Crazy Talk also fits in with the principles of Curriculum for Excellence as it allows children to see the relevance of their learning at the same time as being challenged to achieve their best. Other areas of CfE that this would meet depends on the subject area that is being covered, I feel that it would be best used in language lessons but could be easily adapted to suit any curricular area being taught. For example it could be used to introduce a stimulus for a piece of creative writing relating to a topic or situation the children are familiar with; it could be used to introduce a character from WWII who can tell children about life during the war; along with any other context that the teacher feels it would be of benefit too.
I have used the in built text to audio feature to give this paramedic a voice to talk to the children. There is also the option to record audio onto the programme yourself. I would use this feature if I were to use create an animation for a class, it would be more personal as the virtual voices do sound very robot-like. It is also a very time consuming resource to create (as there are a lot of controls to fiddle with to get the animation in the right parts of the face) and this could deter the use of it as a frequent learning tool. Due to the intricit work needed to create the desired facial expressions (although there are some pre-saved movements) I would possibily not use this with children except for well advanced upper years children. Although I still feel it is a useful educational tool as it could be pre-made by the teacher and used as a stimulus for the children's work or a learning context.
Using the Crazy Talk as a stimulus based on a topic that is of high interest within your class would create a deep sense of motivation for the work which you set. There has been much research into the improvement in interaction with tasks if the children are motivated by the challenge. According to Keller's ARCS model of motivation establishing the relevance of what is being learnt will increase children's motivation. Using ICT (in any form) to introduce a new way of using something that is familiar to the children will also meet the Satisfaction aspect of this model, as making it fun for the children will be satisfaction enough to motivate the children to engage with the task in hand.
This approach to using Crazy Talk also fits in with the principles of Curriculum for Excellence as it allows children to see the relevance of their learning at the same time as being challenged to achieve their best. Other areas of CfE that this would meet depends on the subject area that is being covered, I feel that it would be best used in language lessons but could be easily adapted to suit any curricular area being taught. For example it could be used to introduce a stimulus for a piece of creative writing relating to a topic or situation the children are familiar with; it could be used to introduce a character from WWII who can tell children about life during the war; along with any other context that the teacher feels it would be of benefit too.
Thursday 10 March 2011
Games Based Learning
We looked at the educational benefit of using Wii games in the classroom today (whilst having some fun playing them for ourselves). My group concentrated on Guitar Hero for the Wii, also thinking about the sister game Band Hero. I think this would be a good tool to use with a class, especially in the upper years. It could be used as a stimulus for a whole context for learning across different curricular areas and could be applied to nearly everything they do within the classroom.
The slideshow below shows some of the ideas we came up with and links to Curriculum for Excellence.
I feel that games based learning would be a huge motivational tool to use with children in the primary classroom. To begin with they may not realise they are learning new skills through playing the games that interest them. I would not hesitate to use a game with my own class to create a context that interests them for learning to take place.
Although the cost of starting to use games in the classroom could play a major factor in the practical side of this idea. Many schools could not afford the consoles and games and accessories to go along with making the games work for the class. Another drawback of using games to fuel children's learning is that games are continually updated and newer versions are released which could outdate the schools purchases quicker than would be preferred.
Using games to promote children's interest in their school work lends itself seamlessly to Curriculum for Excellence's principles. With careful planning from the teacher children will be challenged whilst enjoying the tasks they are undertaking, gaming also appeals to their generation and will therefore apply to the relevance principle. Using it as basis for a context area to incorporate different curricular areas (like exemplified with Guitar Hero) will create broad and deep learning for the children.
The slideshow below shows some of the ideas we came up with and links to Curriculum for Excellence.
I feel that games based learning would be a huge motivational tool to use with children in the primary classroom. To begin with they may not realise they are learning new skills through playing the games that interest them. I would not hesitate to use a game with my own class to create a context that interests them for learning to take place.
Although the cost of starting to use games in the classroom could play a major factor in the practical side of this idea. Many schools could not afford the consoles and games and accessories to go along with making the games work for the class. Another drawback of using games to fuel children's learning is that games are continually updated and newer versions are released which could outdate the schools purchases quicker than would be preferred.
Using games to promote children's interest in their school work lends itself seamlessly to Curriculum for Excellence's principles. With careful planning from the teacher children will be challenged whilst enjoying the tasks they are undertaking, gaming also appeals to their generation and will therefore apply to the relevance principle. Using it as basis for a context area to incorporate different curricular areas (like exemplified with Guitar Hero) will create broad and deep learning for the children.
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