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Chapter 7: Exploring Problem Solving with Software, Apps, and Games

Transforming Learning with New Technologies Robert W. Maloy Ruth-Ellen Verock-O'Loughlin Sharon A. Edwards Beverly Park Woolf. Chapter 7: Exploring Problem Solving with Software, Apps, and Games. Learning Outcomes.

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Chapter 7: Exploring Problem Solving with Software, Apps, and Games

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  1. Transforming Learning with New TechnologiesRobert W. MaloyRuth-Ellen Verock-O'LoughlinSharon A. EdwardsBeverly Park Woolf Chapter 7: Exploring Problem Solving with Software, Apps, and Games

  2. Learning Outcomes • Discuss how technology generates problem solving and inquiry learning among students • Identify standard and open-source software applications on most school computers • Evaluate educational software and apps • Compare and contrast different types of problem-solving and inquiry-learning software • Analyze educational games and simulations as learning resources • Give examples of digital games for learning, including virtual worlds, simulation games, and intelligent tutoring systems

  3. Focus Questions • How do teachers use technology to promote problem solving and inquiry learning among students? • What are the standard and open-source software applications on most computers? • How can teachers evaluate and use different types of educational software and apps available today? • What are key debates about using computer games and simulations as learning resources? • What are digital games for learning and how can students and teachers use them successfully?

  4. Inquiry Learning and Problem Solving • Methods researchers use to solve problems in academic fields • Educational activities where students ask questions, make predictions, test theories, and revise ideas • Opportunities to engage students in learning using real-world situations and issues

  5. Steps in Problem Solving • Polya identified three essential steps for solving problems: • Understanding the problem • Solving strategies • Checking results • However, real-world problems are often complicated and messy, or ill-structured

  6. HARDWARE Machinery and circuitry of a computer SYSTEM SOFTWARE Responsible for overall function (e.g., operating system, network, etc.) SOFTWARE Instructions and code that make a computer perform specified functions APPLICATION SOFTWARE Performs specialized functions (e.g., word processing, web browsing) in specific ways Computers and Software VS VS

  7. Standard Software Applications

  8. Open Source Software • Software that is free for the public to use, copy, modify, etc. • Can often be reliable free alternative to commercial software

  9. Selection and Evaluation of Software and Apps • Identify good software by recognizing poor software • Features of low-quality educational software • The computer, not the child, controls the activity. • The game/program promotes competition, stereotyping or violence. • The software favors quick reactions over long-term thinking. • “Will the child program the computer or will the computer program the child?” (Papert, 1996)

  10. Criteria for Evaluating Software and Apps • Does the software feature or include: • Resources for teachers? • Current, thorough, age-appropriate, clear, and fully referenced content? • Assessment tools such as pretest, posttest, recordkeeping, and guidelines? • Easy installation and use with high quality, smooth multimedia elements? • Promotion of creativity, higher-order thinking, collaboration, problem solving, discovery, etc?

  11. Higher Order Thinking Lower Order Thinking Creating Evaluating Analyzing Applying Understanding Remembering Higher Order and Lower Order Thinking Does the software encourage higher order or lower order thinking? Bloom’s Taxonomy

  12. Promoting Higher-Order Thinking Software and games that promote higher-order thinking should include: • Complex storylines with open-ended activities • Characters who become learning companions • Real-world settings with complex puzzles • Opportunities for game players to interact with virtual characters as they play the game • Opportunities to replay the game with different outcomes • Interesting and engaging graphics

  13. Online Software Selection Resources for Teachers • Edudemic Directory • Reviews and ratings contributed by site users • Entertainment Software Rating Board (ERSB) • Independent evaluation of age-appropriateness • Evalu Tech • Reviews, links to resources and lesson plans, policy information, and teacher development • StopBadware.org • “Neighborhood-watch” campaign; consumer watchdog organization

  14. Composing and Calculating • Digital writing or digital composing • Writing with computers and writing for/expressing ideas through websites, emails, IMs, blogs and wikis • Microsoft Word • Technology and math learning • Spreadsheets, graphing calculators, geometry visualizations • Microsoft Excel

  15. Building, Inventing, and Creating • Kid Pix • Multimedia online art/design studio • Google Earth • Interactive map/globe tool • Object-oriented programming • Users create virtual objects that react to user-programmed instructions • Squeak/eToys and Scratch

  16. Visual Thinking and Concept-Mapping • Visual brainstorming can help overcome the “terror of the blank page • Tools for visual brainstorming • Kidspiration • Inspiration • InspireData • NCTE Read, Write, Think Website • Persuasion Map

  17. Computer Games as Learning Resources • Games have wide reach: • Multiple delivery systems allow access almost entire population • Strong connection between games and popular consumer culture • Alluring storylines and characters • Extended impact via gamification • Adding game elements to non-game situations adds motivation for students • Sometimes, winning may take priority over learning for some students

  18. Debates About Games & Gaming

  19. Evaluating Computer and Video Games Higher Order Educational Entertainment Lower Order

  20. Digital Games for Learning • Increasingly used to increase motivation and engagement • Games offer students five essential freedoms: • Freedom to fail • Freedom to experiment • Freedom to fashion identities • Freedom of effort • Freedom of interpretation

  21. Simulation Games • Computer-generated setting requires students to make decisions and experience the consequences • Effective simulation games feature stealth learning • Academic information and skills are embedded within the activities of the game • Simulations offer range of time requirements and levels of involvement

  22. Virtual Worlds • Online, computer-based environments • Used in many popular games • Users adopt online identities, or avatars • Interact with other game players using that identity • Virtual worlds for children increasingly popular • Can integrate play and puzzles (Poptropica) • Panwapa, Zula Patrol incorporate learning

  23. Strategies for Using Games with Your Students • Minimize the use of games that teach isolated skills • Scrutinize games that function solely on points won or lost • Discuss games and their content • Play games together

  24. Inquiry Learning Using Intelligent Tutoring Systems • Intelligent tutoring systems adjust presentation of problems to match student needs and knowledge • Provide almost-instant reporting to teachers • Especially effective in math learning

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