Video Discussion Board #3 - EDUC 630

Video Discussion Board 3                                                 EDUC 630

          Where once computers were looked at as the potential teachers of future generations, now we know that software, apps and other educational gaming platforms are actually “empowering teachers rather than replacing them” (Roblyer & Huges, 2019, pg 156). One function of educational software is drill and practice. Drill activities are known to provide effective continued practice that students need to commit newly learned skills into long-term memory, achieving automaticity, and laying a foundation for higher-order skills to follow. Using bits of time here and there for practice that would otherwise be wasted has the benefit of extending and enhancing instructional time in the classroom.  Unfortunately, educational gaming can also be misused in the classroom when educators mistakenly assign drill and practice apps or software “as a way of introducing new concepts rather than for practicing and reinforcing familiar ones” (Roblyer & Huges, 2019, pg 163). It is always inappropriate to use gaming software meant for reinforcement as a mode of direct instruction in instructional settings.  

          In order to make certain that gaming time in the classroom is productive, I make sure and play the game myself in order to determine that the game is aligned with the learning goals for that lesson. I am also looking for the ability to control content and make adjustments for individual students. Is the game easy to use, and is it engaging enough for students’ enjoyment in the content therefor ensuring learning is happening? (Guido, 2016)

Resources

Guido, M. (2016) 5 Steps to Implementing Game-Based Learning in the Classroom. Retrieved from: https://www.prodigygame.com/blog/implementing-game-based-learning-in-the-classroom-examples/

Roblyer & Hughes (2019) Integrating educational technology into teaching. New York, NY: Pearson.