The main theme that emerged from their study regarding playfulness was that the computer-mediated ludic experience is perceived as useful for intervention. In general, educational computer games for children that combine ludology and narratology can provide an effective and engaging learning experience. Hence, devel-oping learning environments that are both story-telling and play-base by combining narrative and ludic may empower children to achieve great impact, improve deficits and gain new skills
The QCA Schemes of Work for ICT offer the definition: Information and communications technologies (ICT) are the computing and communications facilities and features that variously support teaching, learning and a ... ... middle of paper ... ...ing ICT skills - Interactivity and participation levels - Motivates and affects - Multimedia and multisensory presentation H.J. Smith et al (2005). If I were to use the same game generator resource in the future I would aspire to make improvements, where possible. Having received feedback during the testing phase of the project I would make the answer to the question bigger and bolder, for pupils to clearly identify the answer. Adding pictures to provide a visual aid would also be an enhancement for pupils.
The proper choice of software is very important especially for beginners. Their first encounter with the computer should be exiting and fun. It should stimulate their interest in the computing field. First and foremost is the fact that computer software is a very important educational tool. Students in high schools experience computers for the first time through games and other entertaining software.
Computers in Elementary School Classrooms Technology has influenced many aspects of life, but I think that it has influenced education the most. I am going to be an elementary teacher after I graduate, so I thought this would be a perfect opportunity to learn how computers will help me to teach. I will be focusing on how technology influences the development of young children. Today the computer has worked its way into the classrooms of our elementary schools. To some this may seem a little early to start teaching children about technology, but the studies prove that the computer is a productive learning tool.
After reading the section “Philosophies of Education,” I believe that learning, learners, and teaching needs to to be interactive, that students learn best when their lessons are active, challenging and relevant in their world and that they learn through experience. Teaching would include less textbooks, more hands-on activities and the use of technology in the classroom. To be an effective teacher, we need to understand how children learn and realize that not all will fit into one mold and we shouldn 't expect them to either, they need to think for themselves and draw their own conclusions. Some teaching strategies may work great for one student in the classroom yet may not work for all. Therefore, our teaching and the curriculum used
I will find out whether or not the method of learning promoted through the use of “Sim City” as a series could be considered for use in the classroom for the future. Through analysing these sources I will also recommend improvements that could be made to the method by which computer games as used as a learning tool for the classroom. 2. Literature review 2.1. Educational games Computer Games can be seen as a new way of teaching children in an engaging way because games are seen as a motivational tool, but why is this?
(2012) in the article titled, “A Framework for Simplifying Educator Tasks Related to the Integration of Games in the Learning Flow”. In the article by Blanco et al. (2012) the authors wants their audience to believe that by providing the proper tools educators will assist in enhancing children’s learning. They support their argument by discussing their findings. They base their results based on the research they conducted in a case study with primary education students in the Ramiro de Maeztu School, a K-12 institution in Madrid (Spain).
. Integration Technology integration should be included in curriculum design (Stanley, 2013) and should go beyond the traditional approach of just using technology in lessons. Ali, (2010) reveals that many teachers still lack the required familiarity with technology to integrate it effectively. Integration should make the technology an essential part of learning, be well coordinated, provide access to greater knowledge than conventional methods and provide skills useful to future learning (Tearle, 2003; Yuen, Law, & Wong, 2003). Then, implementation should focus on the needs of the student and it should support the four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection
1.Introduction 1.1 Statement of the Problem The intention of this study is to investigate the relationship between the curriculum of the Design and Development of Educational Games (CET-301) course which is given by Yeditepe University and teacher candidates’ self-efficacy regarding the developing educational software. In Today, computers and other electronic tools has become a crucial part of education with the contribution of huge developments in technological area. Using technology to teach an educational subject or including any kind of technological tools into the learning process has several benefits on students’ academic achievement, motivation, self-concept and engagement (Godzicki, Godzicki, Krofel, & Michaels, 2013; Kachala & Bialo, 1994). Moreover, it has to be emphasized that the main work force who are expected to create educational software in the area is educated in Computer Education and Instructional Technology (CEIT) departments of the universities (Aşkar & Dönmez, 2004). Educational Software is described as the computer software which aims teaching and includes digital teaching material or materials by creating a self-learning environment.
I. What brought me CILT? Having worked as an elementary school teacher, I came to realize the importance of theory for providing better instruction. Without the solid understanding of how to blend theory into practice, it is indeed hard to design our instruction far beyond the inclusion of simple activities. We, as instructional practitioners, should be able to answer as to why and how these activities work not only theoretically but also empirically.