We are still alive!

Almost a year since the last entry and hoo-boy has a lot happened!

Firstly, the world didn't end so the year started off better than expected. :) - Although this storm happening at the moment is pretty intense...

An update on the iPad situation at our school. It was VERY popular, and the children loved it. (does this surprise anyone?) The principal and deputy principal bought another set of 20 iPads for the library, with which I was to teach K-4 classes twice a week. (The first set of 30 were for years five and six only.)
They are also trialling a 1:1 iPad system, and one lucky teacher will be receiving a class set all to themselves!
I found apps that allowed students to create to be the most effective and engaging. I was also able to integrate Minecraft into lessons, (eg, Thinking about what buildings may look like in the future, and collaboratively designing them within the Minecraft universe.) and although these were pretty successful, unfortunately students continued to play this game during the classroom teacher's lessons and so it was requested that it be removed.

Other apps which students loved to complete tasks with were, Educreations, Toontastic, Splice! and iMovie.

However, with such limited time per class to use the iPads, I feel that the novelty still has not worn off. It will be interesting to see how the 1:1 trial class goes. I'm guessing that within the first week or two the students should get 'over it' and they simply see it as another classroom tool.

More updates to come!

iPad session reflection

Just wanted to quickly write this up before I forget. A few days back I was with a year 5 class doing team teaching with iPads. It was their first session, so I went along with my 'lesson plan' which I had prepared for all the other introductory sessions. One of the activities for these sessions was a 'wikipedia game' (an idea I got from the Extra Creditz show on Gamifying Education ), where students start on a wikipedia page for a particular topic and have to find their way to the wikipedia page of a different particular topic via the use of links embedded in the information only. The first exercise was to get from "chair" to "whiteboard", and it was quite amazing to see the different strategies and methods all the students used to get from "chair" to "whiteboard". The average amount of links was 7, and the record set at the school was 2!

However, with this particular class, they didn't seem too interested. Perhaps it was too hard for this particular group? Although the lessons with iPads were only with year 5 and 6 classes, and the other year 5 and 6 (plus one year 4 class in a 4/5 composite class) seemed to relatively enjoy it... One particular student did the ol' "type up 'whiteboard' in the search column of wikipedia", to which I told him (like I did to all the others who tried this in previous classes) that it did not follow the rules and so this cannot be allowed. To this, he was quite upset because he tried to reason with me that since both his way and the game's way essentially gets you to the 'end point' that this should be fine. He was questioning why does he have to do it in a certain way? At the time I was slightly taken aback and fired back with the usual "it's not the way you are supposed to do it, so you are wrong!" response. After seeing this result in the student become completely disengaged with the activity, I went home to try and reflect on this activity and perhaps its execution.

After re-watching the Extra Creditz episode, I have started to consider that the topic itself was not very exciting. I mean a CHAIR and a WHITEBOARD!? Like WOAH slow down dude...Also if I wanted the activity done in a particular way, I think next time I should explain WHY I would like it done this way. Thinking back of the first class I did this with, I told them that since the class will be ultimately creating their own wiki page on Antarctica, this game should get them more familiar with how a wiki page could look like and how it could work. Therefore that class was given a sense of purpose. Hmm, now thinking back to the last class, the purpose I may have implied to that class would have been, "it's a competition, so WIN!" Meaning, that could be why the less interested students just tried to complete it as quickly as they could. (This is also another topic I want to write about in a future post.)

Another thing I have noticed during these iPad sessions is the amount of students who are into Minecraft. I have been following Minecraft Teacher's blog and have been interested in this game as a learning tool, but I never really got around to checking the game out. It made me start looking at the various sites dedicated to the game, even downloaded a free version of the game on iPad (which I know is nothing like the actual version out now) and when I revisited the Minecraft Teacher 's site, I noticed a post called Structured vs Unstructured. I thought it was a very interesting read and it got me to reflect on what kind of learning environment I prefer. I can see the pros and cons of both, but I guess, the best way would be to combine the two, although to get that 'perfect balance' might be a bit difficult, and it would really differ from class to class... Hmm...

Just some final thoughts/observations/notes, I've noticed most of the students (and teachers), seem to want to use the iPad for its apps. I get requests for various apps that can help various things. Also the lack of flash makes teachers not warm to it because a lot of the websites they want to use with the class are flash based. (and the apps that enable you to view flash content, are not free...). Moreover, from just looking at the classes in general, most of the students just want to play games, or hop on YouTube so it would be great if I can find a way so that these children can play these games but make it a learning experience at the same time. I can think of a few ways this can be done (because ultimately we're always learning something, especially from our hobbies), but I just find it hard for them to do this within their class' curriculums.
Finally, I just wanted to point out this excellent site I stumbled across whilst doing some research in preparation of these iPad sessions. The most awesome thing is, that all this was done by a year 9 boy! I just love seeing stuff like this... moments of the students teaching the teachers! I am trying to keep an open mind in my own iPad sessions, and even discovered a few whiz kids in year 6! (Making them my tech support guys to help me fix any bunged up ones :))


FINAL NOTE (I promise!): I am half tempted to set up a private Minecraft server just for students, and not be involved at all, and anything can go. Will it end up like Lord of the Flies? Will people create chaos, just because they can? Will they try to create some sort of agreement amongst each other? Or will people just stop playing there because, well it's the internet and they don't have to deal with that crap. Funny, how I am just foreseeing chaos no matter what. I just can't see it being a place where nothing is stirred up lol.

Phwoar.. I just learnt Kung-Fu - Being plugged in

It has been a very long time since a proper post, but I have been busy trying to graduate, work and take care of the wifey. Now I will be busy working, taking care of wifey AND (drum roll) a new baby boy.
Yes that's right, this noobie just got himself a nublet.

I have been asked by a school I am working at, to help with using iPads in the classroom. Mainly this will be for stage 3 students (grades 5-6). So I went home and started looking up some useful apps and errm, uses, of the iPad in a classroom setting and of course whilst doing this, checking my emails, tweets, facebook, youtube and forums. In the background I had a playlist of podcats and songs chugging away as well. Suddenly, it dawned on me.
I am not getting ANYTHING done! (gasp/shock/really?!phwoar!!)

Well actually, I still was, but in my own multitasking ways. I had my Diigo bookmark bar saving every relevant page for me to check on my iPad in bed later. I made a playlist of the new videos from the channels I'm subscribed to in Youtube, also to view on my iPad in bed later. I had facebook Sims Social app open on my second monitor (because it is so depressingly slow, it is a good game to play whilst doing other things) whilst waiting for some of these iPad in classroom videos to load.

So I guess I lied. In the end, I did get a lot done, but the problem for me is, I'm not sure how much of this information will be digested by my memory. If I got rid of the so called 'distractions' and solely concentrated on one task, it may as well help with the amount of information retained afterwards, but is it more effective?

We have phones, tablets, computers and now even TVs that can display websites, videos, emails and more. Isn't it more effective then, to do it all at once, save/check for later, bookmark/tag for reference etc, all the while doing other menial digital tasks? I mean, sure, I won't retain or recall most of the information I find, but do I really need to memorise it all? I just need to pull out my phone, push the bookmark link, and voila! Instant information. (unless you have a bad mobile provider or terrible, terrible wifi)

This is of course all subjective and varies from person to person. But I was just thinking about it the other day, I wake up, wash, dress, eat and leave for work. During the drive to work I listen to various podcasts (usually on games that I currently play). I normally arrive early so I grab a coffee, and goto smh.com.au for morning news feeds. During breaks, I check facebook or twitter for any interesting posts and also address any important emails. After work, I listen to more podcasts on the way back, arrive at home, get changed, eat some food, depending on the day do some exercise, turn the computer on and prepare for any additional work. While doing this, as mentioned above, I will be multitasking with other 'leisurely tasks.' Normally when all this is done, I would play some games for an hour or two, go up to bed, flick the iPad on, and watch something before falling asleep.


-Some (kind of) random thoughts whilst I was thinking about this-

Come to think of it, I never watch TV anymore. Only reason I would turn the TV on, is to play the PS3...
or watch a blu ray.

But there are still times, where I feel like all this information is too much. Sometimes I step outside the house and leave the phone inside, so I can be 'unplugged' for five minutes or so.

I wonder how it is for students? Maybe they are more used to this because they grew up with it? Though at the same time, they go to school and in some cases, force fed even more information. And if this information feels irrelevant to them, their minds may put it at the back of the queue.

In most schools, there is no social bookmarking, there is no google or wikipedia. Mainly because these devices are prohibited. So the students who can absorb and recall the most info will be at an advantage.

I feel that we are at a stage it is not about what you know, but how you use that knowledge. Information is everywhere and most of it freely available. Information is no longer a skill, but a tool. The new age is about creation of content, rather than consumption of it.

Though not a direct connection, this video gives an example of just how YouTube is driving this innovation.

Sorry for the very scattered structure of this post. It is being written whilst (you guessed it) I am multitasking with other things! I've come to the conclusion that this is the only way I will be able to put any thoughts down in this blog because in the past I have always tried to 'make time' for it, but I never get around to it.

Will be experimenting with alternate ways to post in the future (try it via smartphone or tablet perhaps?) and see which way/s feels best to do so. I have been making notes in my phone for any ideas I have been getting for the blog since last year, so this page WILL be getting many more, frequent updates.

So to the few who do read it, what do you think about being plugged in? Do you feel it is too much? Do you think it is not enough? Let me know in the comments below.

Some notes to self

• Have a plan!
• Scout situation as often as possible.
• Be ready to adjust (but don't sway too far off the plan)
• Don't panic!
• Evaluate performance and see what can be done to improve NEXT time.
• Have fun!

Some over-arching mindsets that are good to have, whether for gaming (as repeated constantly by Day9) or for teaching!

Testing

Omgz I can has blogz on iphone!

(i know I am waaay behind the curve..)

No more excuse on having no time to post.
More updates to come! (for the few who actually care lol.)

Violence in video games and Stereotypes.

As per my last post, I decided to do some research for any scientific studies done on violent video games and its effects on children.

Seems like, there were more than enough articles written on this.

From what I have gathered and read so far, there seems to be no actual, accurate, scientific evidence of violence in video games affecting children in such negative ways that this would make them violent beings. The ones I have read all end up with the words, "may have links" or "could lead to." Of course, like with anything, violent video games (and just normal video games, in fact) have both its pros and cons. The few we see on the news, or by politicians, etc, which claim that there are definite causal links to aggressive behaviour, particularly about the brain scans and how the different parts lit up during the playing of these games, well watch the link below, and a pair of doctors make a good argument against this.

There also seems to be quite an outrage on the issue of censorship of video games, especially in Australia. Interestingly, one of the consistent statistics I saw in all these articles, was that the majority of 'gamers' are aged 21+. Seems logical to then, introduce an R18+ rating? At least give us a choice. But again, there is a ton of discussion and articles on this, simply google "censorship video games australia" and see for yourself.

Back to the discussion of violence. I found that Penn and Teller actually did an episode of their show, "Bulls#@!" on, you guessed it, violent video games.

Although, I do find them quite obnoxious at times, some of the things in this episode did seem very interesting; especially the point they make at the end about football. Due to the nature of the show, and also this particular episode's content, I have not embedded it, but rather will link it.

WARNING: Contains graphic scenes from violent video games, and frequent high coarse language! Not for the squeamish nor the aurally sensitive. YOU HAVE BEEN WARNED.

Youtube part 1

Youtube part 2

As stated in this episode, I would say the general public of 'non-gamers' still view a gamer as an anti-social, introvert. But looking back at my own life going through school, I didn't really feel like an outsider. In primary years, games were a cool thing. We played sports at lunch time, but if we went over to play at each other's house, we'd play the ol' NES (Nintendo Entertainment System), Sega Master System, or for the few who were lucky enough, a PC. In high school, again it was similar during the junior years. Most of my group of friends were into playing games, and this is where I started to take a bigger interest, buying gaming magazines as well as basketball magazines. We would goto internet cafes to play against or as coop in games such as Starcraft, Diablo, Rainbow Six and Counterstrike.

It wasn't really until the final couple of years of high school and particularly university where it hit me that 'admitting to being a gamer' turned you into an outcast. It was almost as if it was taboo. I still enjoyed the other aspects of "RL" (real life), went out to socialise and meet new people, but I noticed nobody ever talked about games. It was cars, fashion, tv shows, music and movies. After a while, I just couldn't be bothered to do the same thing night in and night out. I rather stay at home or meet some gaming friends and spend the night playing video games. I would be socialising either face to face or virtually with these friends, but of course, this is not considered the same as, for instance, meeting someone in a popular drinking venue.

I remember the first few years I started playing World of Warcraft with a few close friends, and my then girlfriend, now wife. One of these friends was really, really into it. He would analyse all the different stat bonuses gained and lost from different sets of items, how one class could counter another, how to fight a certain boss next time to kill it, etc. He used to come to our place often after a WoW session to just relax and chill, and we'd end up talking about WoW forever. However, when we met him outside, in a social setting with other non-WoW players, it was quite different. Sometimes I would use WoW to strike a conversation with him, and after about 10minutes, he would say "Let's stop talking about games." and stop it. I found that quite confounding. This guy, who once said to me "WoW is more than a game to me," even he was aware of the social implications of revealing himself as a gamer. 

Even until recently, I tried to hide the fact that I am a gamer. At the different places I worked at, I've had co-workers who were gamers, and even to them I tried not to talk to them about it too much, and interestingly, they didn't really want to either. We would maybe talk about a game we're playing, something interesting that happened in it, is it good or bad, and then move on. (Possibly before other co-workers come and judge us?) It wasn't actually until I heard Deborah Evans say at the macICT session we had for SciTech, "raise your hand if you are a gamer. Be proud!" (I actually didn't raise my hand, but told her later on.) Another person to note is Sean "Day9" Plott, who does daily video casts on starcraft 2. He begins nearly every show with "Welcome to the Day9 daily where we try to be better gamers." He is unashamed and very proud of being a gamer and having so much passion over games, that it is hard to not have that kind of enthusiasm rub off on you. Also, he would be a great spokesperson on gaming and education; just watch any of his 'Newbie Tuesday' dailies and you can see the cognitive and metacognitive strategies that he puts into place and tries to make us, the viewers, from doing the same when reflecting upon our matches.

Links to both the macICT website and Day9 daily videos are on the right hand side of this blog.

I think that about sums it up for this entry. Not really education-related, but more of a self-reflective post. Maybe I should've split this into two posts, but hey, I'm a noob at blogs, and that's what tags are for right? :)

Magicka - Science game in disguise?

I've had an absolute blast with a game called Magicka, an indie RPG (role playing game) that goes for about $10US on steam. Especially when you play it with friends... Boy oh boy, your stomach will be begging for mercy from all the laughing that will inevitably be happening...

Here's a short clip on the basic concept and mechanics of the game:




If that link doesn't show, you can watch it from YouTube here.

Not sure about you, but that seems to me like a great collaborative inquiry based learning game!
There are basic science concepts like the different elements which do not work too well together (eg. you cannot queue up electricity and water spells at once) or use at your own advantage (and so can the enemies), but it occurred to me that a lot of what this developer said in the video was close to what my friends and I did when we "seriously" buckled down and tried to complete some levels. (The first 2-3 hours was just plain experimenting different and humorous ways on how to trap/stun/knock off map/basically destroy each other!) Some would take certain roles, make plans, re-adjust these plans if they don't work out as intended, discuss alternative solutions and so on. We were doing this with none of us realising it! Something I took away from the recent macICT think-tank session, was about "Immersion" and the difference it has with "Engagement," and I can really see how immersion can really just make one lose themselves in something and subconsciously create their own learning experience. Without knowing, the four of us gained skills in collaboration, problem solving and to a certain extent metacognitive ability (Last attempt I tried to slow them, why did I think that was a good idea? Was it due to poor execution we couldn't succeed, or was there a flaw in our strategy? Other variables such as latency, disconnects, etc?).

I was thinking about this game when doing some research and work on a current SciTech group assignment. We set our IBL (inquiry based learning) unit question on "How do things freeze?" and whilst finding some awesomely interesting and informative videos and websites, the experiences of playing this game kind of crept into my head and it just got me thinking about it.

Ultimately, one major factor that this game can't be used in a classroom (especially a Primary one at that) is plain and simple. The dreaded V word. Violence.

Such a shame, and it is something i want to write about in the future here. The whole validity of violence and sex, not just in video games but other forms of media. But I have some questions first, so would like to at least do a LITTLE TINY WEENY bit of research before I do. Main question I am asking is, who came up with the notion that at age 15 people can watch/play something with low/mid level of violence and low level of sexual reference and some drug use and at age of 18 can experience everything else? Is there actually any scientific research done on this? Or is it just another generalisation/dodgy research like the one about how video games make children into psychotic killers? (Interestingly, in the U.S, M rated games are called T -Teen- and for ages 13 and up, the equivalent of our MA 15 rated games, are M -Mature- rated games over there and are for ages 18 and up, whereas in Australia R rated games are denied classification. Just shows what the rulemakers think of games and gamers. That is, made for kids, used by kids.)

If anyone actually has any answers or even links, insight, commentary, thoughts about this, please comment away as it will make my own research more clearer in direction.

Anyway, that's all for now, GAME ON! errmm.. I mean, write essays :(