EDLD+5364+Week+5+Reflection

media type="custom" key="8857984" media type="custom" key="8858076" Vokis included in our group reflection.
===This week we are finishing our group project. We have been using “Google docs to collaborate”, and our site is cleverly named Tech Junkies, which can be viewed at [] (Solomon, 2007, pp. 62). I have found that being able to choose how we want to present our lessons with this course has been more than a learning experience. I have enjoyed learning about the different ways to use technology with the help of my group members. We all have different ideas, backgrounds, and technology ideas. So, together this information has helped with our creativity and effectiveness with presenting our high school TAKS Math lesson. We have been able to easily create a page for various items to help us organize our assignments as show with our in progress page, week 4 lessons page, and the week 5 reflections page. We have also used Gmail and various Google apps to assist us with our project. I especially enjoyed learning about Voki.com as this allowed us to create a variety of animated characters that spoke for us. I have already used this in my classroom and my students really enjoyed this, which is a bonus. Some examples that we included are shown at the beginning of this posting.===

===The videos and readings this week were quite inspiring to me as an educator as well. Curriculum specific games or simulations can offer many benefits to the learning environment. I know that students enjoy playing games as I monitor them when they are finished with their classwork. This year we have been very fortunate to have an iPad for classroom use as well as new classroom computers. I noticed that the “model learning with teachers and students” idea has been very effective as I too am learning about the iPad and its numerous features along with my students (Gee, 2009, //Big Thinkers: James Paul Gee on Grading with Games//). Learners tend to enjoy learning from each other, and they can see that I too am learning and sharing new knowledge. I monitor the games they play and I see that they “want to have feedback” (Gee, 2009, //Big Thinkers: James Paul Gee on Grading with Games//). They, “understand they may fail and they will have to start again to find success,” which not only keeps their interest, but also gives an example of the decision making process (Gee, 2009, //Big Thinkers: James Paul Gee on Grading with Games//). Asking for help is also popular, which I see to be a major benefit to allowing students to play games and learn from others. Being able to “problem solve” while playing these educational games or simulations will benefit them in their future as well (Gardner, 2009, //Big Thinkers: Howard Gardner on Digital Youth//). “Failure is motivating” describes how students are pushed to win or succeed when using games to learn in the classroom (Gardner, 2009, //Big Thinkers: Howard Gardner on Digital Youth//).===

===I look forward to using more simulations and games in my classroom so that students can “become engaged in new tools, integrate, and solve problems” as well as find an interest to be successful in class (Gardner, 2009, //Big Thinkers: Howard Gardner on Digital Youth//). Allowing students to use hands on learning and Web 2.0 and Web 3.0 tools is a must as they continue to prepare for their future learning and experiences. With our group project, we were asked to address different learning styles and methods, which is typical in classrooms today as there are many types and levels of learners. We were also instructed to assist with staff development ideas in regards to technology usage, which I especially enjoy. I find it beneficial to teach and learn from other educators as we are able share helpful technology tools. Overall, this course proved to be full of interesting and helpful suggestions for using technology in the classroom, especially in regards to educational games and simulations.===