Digital Native: Justin
In terms of digital background, how similar is Justin to a typical Singaporean student? When was the first time i had my first computer? I believed it was in my JC days. Though that is the case, we were exposed to computer usage as early as primary school. But it was deemed to be a non-necessity then.
Students are now exposed to the use of computer as early as the age of 6 to 7. They cannot do without their computer, laptop, i-pod and others. Digital Natives spent more time using their digital gadgets for numerous different activities compared to doing 'old-school' studying and reading.
Just to state a few characteristics of a digital natives, they are more expressive and extremely social. They want active involvement in every issues and needs constant engagement. They have the fearlessness to engage in task, with failure the least of their concern.
But when there is pros, there are bound to have cons. One ever present problem was their inability to communicate face to face with people. As they are used to communicating in the virtual world, they will feel a sense of unease when doing face-to-face communication.
As for how digital immigrants like us can do to engage the digital natives, I think that a more interactive lesson could be a good start in engaging the natives. As for the infusion of the teaching pedagogies, our main aim is to equip students with the necessary 21st century skills, where formative assessment play a more important role than before. Asking questions and having pauses in between lessons allow discussions to be done and making the lesson a bi-directonal interaction.
I am still skeptical about introducing games into lessons but not the concepts hidden within GBL. Exploration comes before teaching is a good approach where students will be able to have a sense of ownership in what they learn.
Thus I think that being a digital immigrant, i think it will be cool also that I allow myself to be a learner in the meanwhile to learn from my students as afterall, they are still the natives.
Wednesday, September 30
E-learning2 Part B (sheng zhi)
Wow... it looks like anything that has a flat surface can become a video screen. If I have sunglasses that doubles as a video screen, I will have to train my left eye to look at the screen and my right eye to look at where I am going, then I should be talking simultaneously, that's too much work!
I think as the video shows, there will be gadgets everywhere to feed us with infomation in the future. There will also be people who will be exhausted from all this information handed to them but they have nowhere to hide because even the toiletbowl lid can become a video screen. That's a scary thought.
In the future, learning for students will be about learning itself and not spewing out facts because the tablet pc will do that for them. There could be no paper exams or even no exams at all. Or maybe the exam is a case problem and the students are given one month to solve it by themselves.
I think NIE is preparing us to be teachers that learn how people learn, know how people know and think how people think. I am tempted to impart what I have learnt in NIE to my students about ed psych, ICT, Chem-learning, Maths-learning on top of their knowledge content. Maybe even make that the major part of my teaching and they can learn the knowledge content themselves. I will teach them to be teachers then they can teach themselves. Sounds confusing? I think so too but these are my thoughts so far, probably I will have a clearer picture of how I want to teach when the future is nearer. Hopefully I don't get crushed by restrictions and the cirriculum before the time comes.
I think as the video shows, there will be gadgets everywhere to feed us with infomation in the future. There will also be people who will be exhausted from all this information handed to them but they have nowhere to hide because even the toiletbowl lid can become a video screen. That's a scary thought.
In the future, learning for students will be about learning itself and not spewing out facts because the tablet pc will do that for them. There could be no paper exams or even no exams at all. Or maybe the exam is a case problem and the students are given one month to solve it by themselves.
I think NIE is preparing us to be teachers that learn how people learn, know how people know and think how people think. I am tempted to impart what I have learnt in NIE to my students about ed psych, ICT, Chem-learning, Maths-learning on top of their knowledge content. Maybe even make that the major part of my teaching and they can learn the knowledge content themselves. I will teach them to be teachers then they can teach themselves. Sounds confusing? I think so too but these are my thoughts so far, probably I will have a clearer picture of how I want to teach when the future is nearer. Hopefully I don't get crushed by restrictions and the cirriculum before the time comes.
E-learning2 Part A (sheng zhi)
Digital natives think differently from us digital immigrants. While our time we play one dimensional games like tetris, street fighter, mario brothers and other 72-in-1 games; they play Resident Evil 5, Halo and Dead Space. These games are played three-dimensionally, require one to enage multiple enemies at a time and make in-game strategies that are more sophisticated than our games 20 years ago.
They are adapted to visualising spaces that are hidden from view, able to divide their attention towards several items at the same time and come up with competent strategies to solve problems.
However in this age where there is information overload, when one game is completed, it is replaced by the next immediately. They do not think what skills they have learnt from the previous game they played. So these skills are unlikely to be applied in other areas as they have not been processed cognitively.
The digital native I chose is Dylan. He uses internet chats and online tools to communicate with people that lives far away from him, with some even from different continents. Dylan is similar to many singaporean students in the way that he communicates and collaborate online. Nowadays most students have at least one of the following: friendster, blog, MSN, facebook, Myspace. Although they use them for mainly leisure purposes, they are now not restricted to solely face-to-face meeting and are free to talk anytime anywhere as long as they have a computer connected to the internet.
I think teachers today have to break their lessons into small sessions of about 15 min, start and stop many times to ask questions or get feedbacks so that the students' mind are not lulled into sleep that easily. Focus less on memorising and put more effort in teaching skills like observation, communication, interaction, problem solving and parallel thinking.
They are adapted to visualising spaces that are hidden from view, able to divide their attention towards several items at the same time and come up with competent strategies to solve problems.
However in this age where there is information overload, when one game is completed, it is replaced by the next immediately. They do not think what skills they have learnt from the previous game they played. So these skills are unlikely to be applied in other areas as they have not been processed cognitively.
The digital native I chose is Dylan. He uses internet chats and online tools to communicate with people that lives far away from him, with some even from different continents. Dylan is similar to many singaporean students in the way that he communicates and collaborate online. Nowadays most students have at least one of the following: friendster, blog, MSN, facebook, Myspace. Although they use them for mainly leisure purposes, they are now not restricted to solely face-to-face meeting and are free to talk anytime anywhere as long as they have a computer connected to the internet.
I think teachers today have to break their lessons into small sessions of about 15 min, start and stop many times to ask questions or get feedbacks so that the students' mind are not lulled into sleep that easily. Focus less on memorising and put more effort in teaching skills like observation, communication, interaction, problem solving and parallel thinking.
Monday, September 28
GBL Reflections (Siyun)
After attending the past few sessions on GBL, I do understand the few positive impacts of what games can do to learners. GBL stimulates creativity and perseverance (as they are more willing to keep trying given the "no harm trying consequences"). It can also conduct assessments "unknowingly" when students learn.
Well, after knowing all these benefits of game-based learning, so how is it applicable in our lesson and teaching schools?
I have just read Verinder's blog. Hmm...Well, true enough, I feel that it is the Gee's principles which we may incorporate into our lessons. The discovery principle, Bottom-Up Basic Skills principle, transfer principle, and the Explicit Information On-Demand and Just-In-Time Principle and etc are things we may take into consideration when planning and conducting our lessons.
However, is playing games feasible and fits into our current educational system? It is not that I doubt the benefit's of playing. I am admit that playing games really do help in developing one's mind and perhaps even help in moulding one's character.
What we really need to think of is how we could incorporate GBL into our lessons. I believe allowing students to spend time at home doing GBL may help in stimulating their mind and create a inquiry-based learning. It can also serve as a tool to consolidate learning. However, I am still quite sceptical of how it can be used to conduct and deliver an entire lesson. Or maybe I should ask "Can GBL be used to deliver a whole topic, Metals (Chemistry)?" Or the GBL is used as an additional tool in aiding the lesson just that the ICT tools which we have been working on for the past few weeks.
It will be a great idea if GBL can be used full-scale to teach a particular topic. But I seriously have yet to see the possibilities. Let's face the fact. Teachers are competing with time in school, rushing syllabuses and trying their best to cover the necessities for exam. True enough, some people will say that if we have incorporated effective and meaningful learning into lessons, students would have understood and these cut down on the revision required to prepare them for examinations. However, seriously speaking, there is seriously not much time!
We can't possibly give students ample time in school to play games and let them explore by themselves. However, I think that perhaps asking them to play relevant games before the start of the topic will help students in understanding the lesson better. After learning the concepts, playing games will again help to consolidate their thoughts and reinforce what they have learnt.
I really like the idea of using GBL to deliver our lessons. However, I believe that in order for GBL to really take place in Singapore, there will be some changes to our current system. These include the amount of content to need to cover for each level and the amount of content need to cover to prepare students for the major exam ('O' Level). Given greater flexibility of time and contents, teachers will then have greater opportunity to incorporate GBL into lessons.
All these are what I think till the present stage. Let's see whether the E-learning will help in shaping my thoughts about GBL.
Well, after knowing all these benefits of game-based learning, so how is it applicable in our lesson and teaching schools?
I have just read Verinder's blog. Hmm...Well, true enough, I feel that it is the Gee's principles which we may incorporate into our lessons. The discovery principle, Bottom-Up Basic Skills principle, transfer principle, and the Explicit Information On-Demand and Just-In-Time Principle and etc are things we may take into consideration when planning and conducting our lessons.
However, is playing games feasible and fits into our current educational system? It is not that I doubt the benefit's of playing. I am admit that playing games really do help in developing one's mind and perhaps even help in moulding one's character.
What we really need to think of is how we could incorporate GBL into our lessons. I believe allowing students to spend time at home doing GBL may help in stimulating their mind and create a inquiry-based learning. It can also serve as a tool to consolidate learning. However, I am still quite sceptical of how it can be used to conduct and deliver an entire lesson. Or maybe I should ask "Can GBL be used to deliver a whole topic, Metals (Chemistry)?" Or the GBL is used as an additional tool in aiding the lesson just that the ICT tools which we have been working on for the past few weeks.
It will be a great idea if GBL can be used full-scale to teach a particular topic. But I seriously have yet to see the possibilities. Let's face the fact. Teachers are competing with time in school, rushing syllabuses and trying their best to cover the necessities for exam. True enough, some people will say that if we have incorporated effective and meaningful learning into lessons, students would have understood and these cut down on the revision required to prepare them for examinations. However, seriously speaking, there is seriously not much time!
We can't possibly give students ample time in school to play games and let them explore by themselves. However, I think that perhaps asking them to play relevant games before the start of the topic will help students in understanding the lesson better. After learning the concepts, playing games will again help to consolidate their thoughts and reinforce what they have learnt.
I really like the idea of using GBL to deliver our lessons. However, I believe that in order for GBL to really take place in Singapore, there will be some changes to our current system. These include the amount of content to need to cover for each level and the amount of content need to cover to prepare students for the major exam ('O' Level). Given greater flexibility of time and contents, teachers will then have greater opportunity to incorporate GBL into lessons.
All these are what I think till the present stage. Let's see whether the E-learning will help in shaping my thoughts about GBL.
Sunday, September 27
Reflection for GBL and TEL demo
After all the fun and excitment for the past 3 weeks, it seems that it is time to seriously think about all the activities that had happened for the 3 weeks. Amongst all the fun, I seriously doubt anyone would have stop for 1 second to think about what is the objective of the game.
Looking back at how GBL helps in teaching, it seems that it is the ideas and strategies that are hidden underneath the GBL package. It seems that one of the most fundamental of ideas that make games stand out is the ability to fail without any serious consequences. Students will be able to learn from their previous mistakes and build on their knowledge by trying to overcome the obstacle and carry on with the game. If there are puzzles or obstacles, the student will practise cognitive thinking and subsequently find out the answers through available clues from any sources they have.
This brings out their determination and perseverence for trying to overcome their 'failure'. With the 'failure' being not having a serious consequence, the students will initiate and explore into the unknown.
Students should be asked to experience the idea where they will be given the opportunity to explore the new concept even before the teacher introduce it to them. Teacher can then build on their knowledge that they have obtained from their exploration.
I think this is a teaching pedagogy that suits the 21st century education well. Mixing this into my teaching is a feasible teaching method. This method, if done properly, can even cut down on the overall time taken for the whole chapter to be taught. This also helps students to be more responsible and have a sense of ownership for their learning, enabling them to have a longer retention for their knowledge.
For TEL demo, I had reflected on Grp B (My group) on my first post. But as for Grp C, D, E and F, they bring out the criterias that are needed. Different pedagogies goes along with different tools. Looking at how different pedagogies are being utilised with ICT brought meaning to this course. But sometimes I still wonder whether it will take a longer time to conduct these lessons.
One thing I did learn from this whole package is to constantly remind myself that implementing ICT is not for show and they are just tools to help in learning. The main character of teaching is still the pedagogies. Do not fall into the cool-tool trap.
Looking back at how GBL helps in teaching, it seems that it is the ideas and strategies that are hidden underneath the GBL package. It seems that one of the most fundamental of ideas that make games stand out is the ability to fail without any serious consequences. Students will be able to learn from their previous mistakes and build on their knowledge by trying to overcome the obstacle and carry on with the game. If there are puzzles or obstacles, the student will practise cognitive thinking and subsequently find out the answers through available clues from any sources they have.
This brings out their determination and perseverence for trying to overcome their 'failure'. With the 'failure' being not having a serious consequence, the students will initiate and explore into the unknown.
Students should be asked to experience the idea where they will be given the opportunity to explore the new concept even before the teacher introduce it to them. Teacher can then build on their knowledge that they have obtained from their exploration.
I think this is a teaching pedagogy that suits the 21st century education well. Mixing this into my teaching is a feasible teaching method. This method, if done properly, can even cut down on the overall time taken for the whole chapter to be taught. This also helps students to be more responsible and have a sense of ownership for their learning, enabling them to have a longer retention for their knowledge.
For TEL demo, I had reflected on Grp B (My group) on my first post. But as for Grp C, D, E and F, they bring out the criterias that are needed. Different pedagogies goes along with different tools. Looking at how different pedagogies are being utilised with ICT brought meaning to this course. But sometimes I still wonder whether it will take a longer time to conduct these lessons.
One thing I did learn from this whole package is to constantly remind myself that implementing ICT is not for show and they are just tools to help in learning. The main character of teaching is still the pedagogies. Do not fall into the cool-tool trap.
Friday, September 25
Chester's e-Learning activity Part B
Cool! All those gadgets and "glass panel thingy", though i'm not so sure if it's safe to have information on your windscreen while driving. Wait a minute, maybe we don't even have to drive in the future!
I would certainly welcome technologies of the future. We've embraced the current technologies, so why not the future. However, we can have the greatest advances in technology and education can stay stagnant if we continue to use O' levels as a form of assessment.
I'm encouraged by the fact that Big Picture School exist in this world! Pardon my ignorance. From what i saw in the article, it's really a cool concept to adopt. I probably gotta research a little more to find out what exactly this school has to offer.
Teaching strategies probably wouldn't be my greatest fear in the future, but assessment is. I believe in order to change the way we learn, we got to change the form of assessment. I know it's easier said than done: Scrap the O' levels, then how?
Whatever's gonna happen in the future, i hope to be part of this history making and stand proud as an educator of the future.
I would certainly welcome technologies of the future. We've embraced the current technologies, so why not the future. However, we can have the greatest advances in technology and education can stay stagnant if we continue to use O' levels as a form of assessment.
I'm encouraged by the fact that Big Picture School exist in this world! Pardon my ignorance. From what i saw in the article, it's really a cool concept to adopt. I probably gotta research a little more to find out what exactly this school has to offer.
Teaching strategies probably wouldn't be my greatest fear in the future, but assessment is. I believe in order to change the way we learn, we got to change the form of assessment. I know it's easier said than done: Scrap the O' levels, then how?
Whatever's gonna happen in the future, i hope to be part of this history making and stand proud as an educator of the future.
Reflections for GBL
From playing games these few weeks, I thought of how games affected me when I was young. One game that I played alot in primary school was Nintendo Super Mario (one of the first versions) and the first few times I played I died over and over again. It was a painful and tedious experience as there were no save points (like now in PS or Xbox games) so when I died in the middle of the round, I had to start the round over again. But I kept going over and over again, learning tricks and traits along the way, where enemies pop out, how to get over narrow ridges, until I got over that round.
Thinking as a student teacher now, I guess that is where I got my determination from, and it applies to all faces of my life, in sports and in studies. Of course I also learnt to manipulate this determination and added in respect for others when I played sports, and added in resourcefulness when I was studying but my main drive was determination.
Viewing Appelman and Gee's video on gaming for education really consolidated my thoughts about how gaming affected me. Appelman suggests that since students are already playing games 30 hours a week, using gaming for education is really a logical thing to do. Students learn skills from games like formulating strategies, working hard, putting basic skills together and collaborating with one another. Failure in gaming is inevitable and does not stress the students as they can try again and again. These skills and attitude towards failure is very valuable in learning as well.
There are other aspects in gaming as pointed out by Gee that can be transferred to learning and teaching. In gaming, students explore the game before learning the technicalities of it. They learn better when they explore the games first. There is no clear distinction between learning and assessment. They apply what they learn immediately in the game. There is lots of feedback from the game whether they have learnt the skills well or they have done badly.
How does all these affect me as a student teacher or as a teacher in the future? It will change how I want to teach from frontal teaching to putting more games into my lessons. I will let them explore the topic first and tone down the concept of tests and assessment. I can try to bring video games to life by dividing my lesson into stages and of course a boss stage if possible. Rewards and penalties will be put in place to provide feedbacks.
I am not a technology-savvy person, so as Gee mentioned, I can learn along with the students when using technology. Of course there will be many restrictions when I become a teacher in the future, whether I can apply my ideal game-based lesson is still a question mark. But I will keep this idea as my basis of teaching just as I have kept determination as a basis for my life-learning.
Thinking as a student teacher now, I guess that is where I got my determination from, and it applies to all faces of my life, in sports and in studies. Of course I also learnt to manipulate this determination and added in respect for others when I played sports, and added in resourcefulness when I was studying but my main drive was determination.
Viewing Appelman and Gee's video on gaming for education really consolidated my thoughts about how gaming affected me. Appelman suggests that since students are already playing games 30 hours a week, using gaming for education is really a logical thing to do. Students learn skills from games like formulating strategies, working hard, putting basic skills together and collaborating with one another. Failure in gaming is inevitable and does not stress the students as they can try again and again. These skills and attitude towards failure is very valuable in learning as well.
There are other aspects in gaming as pointed out by Gee that can be transferred to learning and teaching. In gaming, students explore the game before learning the technicalities of it. They learn better when they explore the games first. There is no clear distinction between learning and assessment. They apply what they learn immediately in the game. There is lots of feedback from the game whether they have learnt the skills well or they have done badly.
How does all these affect me as a student teacher or as a teacher in the future? It will change how I want to teach from frontal teaching to putting more games into my lessons. I will let them explore the topic first and tone down the concept of tests and assessment. I can try to bring video games to life by dividing my lesson into stages and of course a boss stage if possible. Rewards and penalties will be put in place to provide feedbacks.
I am not a technology-savvy person, so as Gee mentioned, I can learn along with the students when using technology. Of course there will be many restrictions when I become a teacher in the future, whether I can apply my ideal game-based lesson is still a question mark. But I will keep this idea as my basis of teaching just as I have kept determination as a basis for my life-learning.
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