EDLA615 Language Arts and Technology Fall 2020

  Games and game designs are a wonderful asset to the classroom. They accomplish far more than a lecture or interactive class can. As educators, seeing the motivation digital technology gives students, make it a must in the classroom. Since children have a tendency towards technology they do not view it as learning but rather as enjoyment. Since it is a source of enjoyment they are able to absorb so much information from it and stay stimulated. With all the advancements technology has made there is nothing that cannot be taught through it. The different game designs available are the perfect fit for a classroom and can be implemented, however, whenever and wherever. Students see games as fun, not as learning. By having learning through a game it makes learning exciting, interesting, and applicable. The different games present real-life scenarios that prove that what is being taught is not theoretical but actual and practical. It makes it worth the time and energy that is invested...

 

  Lesson Plan C ommon cores standards and learning outcomes  NYSCCLS.Reading: 2.RF.3c Decode regularly spelled two-syllable words with long vowels. Students will learn how to decode words that follow the phonetic rules. By being able to decode the words on the coding blocks students will practice their phonics while programing/ reading programs for Dash. Instructional activities (How does this game help develop language acquisition and development, both oral and written?) Playing the puzzles in the Blockly app. Students have to write a function for the robot to perform. Required will be speech, where the student will have to write what the robot should do when told. Assessment The task will be used as an assessment. Debriefing (refer to article pages 8-12) What happens when an adult tells what to do?  What cognitive skills does this game cultivate? Following directions, creativity, sequential ordering What new literacies does this game cultivate (refer to the journal arti...

                                       SUDOKU PUZZLE 1. What gaming elements provide users the learning content and how? (Refer to the journal article page 4). Text and game levels by promoting cognitive skills and game literacy Text: There are instructions and options available on the bottom of the board but no text in the game itself. Visual-graphic elements: Every other 3x3 box is a different shade and the numbers provided are a different color Audio elements: When you click a number or a grid space there is a sound 2. What is the goal of the game? To fill in the puzzle so that every row, column, and 3x3 box has numbers 1-9 3. What are the rules of playing this game? Select the number you wish to place from the choices provided, then click in a grid space to fill in that number. The black numbers are given as clues and cannot be edited. 4. Does this game have any scenario design? (Refe...

  New literacy is adapting the literary skills and applying them to digital use. In today’s ever-evolving world of technology, children are naturally attracted to technology and view it as enjoyment and forget that they are learning. Implementing information and communication technologies (ICTs) is difficult for teachers since it is time-consuming to learn and apply it as well as for a lack of technical support. However, teachers must implement it into the system so that students can use it effectively. It also adds so much to lessons, since students can research many things from definitions to synonym and full reports on a given topic.

  ·         Which ideas from the PPT reflect what the ELA teachers you interviewed are currently doing to integrate technology with their literacy instruction? Encouraging writing on technology which helps communicate through the internet. ·         How can you help change their instructional practices to include the use of technology and the Internet in their literacy and content-area curriculum? By including a search engine for research on topics and vocabulary ·         What professional development and/or resources will they need in order to make these changes? Computers or tablets and an extended network for the internet ·         What ideas do you have for grouping students, so they will have equal access to technology in the classroom?                Group projects with subdivided tas...

 Intro