This was our second week back into uni, and today we had the first group complete their literature circles. The girls who presented went into a lot of depth into their discussion as it went for about 20 minutes. I thought the discussion was very effective as it gave me a greater understanding about instructional games and different forms technology could be implemented into a classroom. The girls made us form a small group to discuss among ourselves about a certain topic on instructional games.
The topic question the group had formed was how instructional games effect students. Different ideas were discussed, a mutual agreement came when we all agreed that instructional games are a great way to motivate and spark interest in the students in any topic. Because students are easily interested in hands on activities/games.
We had also discussed a possible negative impact on instructional games. This was based on the idea that students may lose interest in the theoretical work required to be completed and would only want to play instructional games. With that said we believed that there should be a balance between instructional games as well as theoretical work. Also that games should be used as a reward system, for example once students have completed their worksheet they may have the rest of the lesson to be on the computer.
In the tutorial we had gone through a Youtube video clip http://www.youtube.com/watch?v=fNoijjIrPT. This introduced us to T-PACK which stands for Technological Pedagogical Content Knowledge. What T-PACK pack provides teachers and student-teachers are the essential tools needed for teachers to integrate technology effectively in their teaching practices. Lee Shulman created the former model PCK (Pedagogical Content Knowledge).
Image from http://www.tpck.org/
References
Roblyer, M (2006). Teaching with instructional software. In M. Roblyer (Ed). Integrating educational technology into learning. (4th ed). Merrill. Prentice Hall. Columbus, Ohio. Chapter 3.
http://www.youtube.com/watch?v=fNoijjIrPT8
//www.tpck.org/
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