Shut down, power off: Reflection on Day 5
The final day began as another work day; student and teacher groups continued working on game development. Guidance was provided by project administrators as needed on an individual basis.
The afternoon was devoted to uploading games to the HI FIVES website for a "show and tell" by groups on their progress during the week. This included teacher progress on the development of their games as well as student created games.
Overall, the week did not match the original description of its intent. Teachers were told that the focus would be on developing their games with input from their students. While this was part of the week, the greater part of the week invloved having students - those of the HI FIVES teachers as well as the "extras" - engaged in using the gaming software. These two agendas - having teachers develop their games and having students simply experience Virtuoso - were at odds, and produced more frustration for me personally. I do not feel the week was as productive as it could have been with respect to me having devoted time to develop my game. Communication needs improvement.
This week has convinced me that I am not a "technology geek" and that my video game development skills are limited, poor at best. I do not feel badly about this epiphany; rather, I feel relieved. The HI FIVES experience overall has been positive; it has provided a platform for professional and personal growth. In the future, "beyond HI FIVES", I will seek opportunites more suited to my nature and abilities.
Friday, June 29, 2007
DAY 5 AFTERNOON - JUNE 29, 2007
How has this changed what you are thinking for your science and math classes for next year?
This week's experience really has not changed what I am thinking for my science classes next year. I do not feel the gaming experience will greatly impact my science teaching. I plan to use the game with my classes, but I feel this will only be a small segment of my instructional plan.
Some skills or practices from this week that will impact my teaching have little to do with the gaming technology. One crucial aspect is the collaboration between students and teachers. During this week's brainstorming (paper and pencil, "primitive technology"), I learned the importance of valuing student input and providing ownership of learning. This is something that I will try to incorporate more in my classroom, particularly with respect to group activities.
The importance of having a "big picture" and a means of building that "big picture" became very apparent this week. This week's experience was not well mapped out in terms of enabling all - students and teachers - to construct the "big picture". Agendas were set, but not followed; expectations were not clearly communicated up front; underlying alternate agendas detracted from the week's focus. Regardless of the activity - technology oriented or not - it is essential for all participants to feel they can achieve a level of success. Success will be individually determined, but the strategies employed need to be tailored to allow for that individualized achievement.
On more reflection, this week has changed my thinking about my science classes for next year: to be more judicious in my use of technology. Using technology simply for the sake of technology is meaningless; I will strive to provide meaningful experiences where students actually learn something useful, regardless of the delivery mode. Sometimes, that means to simplify, rather than overwhelm with technological bells and whistles. Effective use of meaningful technology is a delicate balancing act.
This week's experience really has not changed what I am thinking for my science classes next year. I do not feel the gaming experience will greatly impact my science teaching. I plan to use the game with my classes, but I feel this will only be a small segment of my instructional plan.
Some skills or practices from this week that will impact my teaching have little to do with the gaming technology. One crucial aspect is the collaboration between students and teachers. During this week's brainstorming (paper and pencil, "primitive technology"), I learned the importance of valuing student input and providing ownership of learning. This is something that I will try to incorporate more in my classroom, particularly with respect to group activities.
The importance of having a "big picture" and a means of building that "big picture" became very apparent this week. This week's experience was not well mapped out in terms of enabling all - students and teachers - to construct the "big picture". Agendas were set, but not followed; expectations were not clearly communicated up front; underlying alternate agendas detracted from the week's focus. Regardless of the activity - technology oriented or not - it is essential for all participants to feel they can achieve a level of success. Success will be individually determined, but the strategies employed need to be tailored to allow for that individualized achievement.
On more reflection, this week has changed my thinking about my science classes for next year: to be more judicious in my use of technology. Using technology simply for the sake of technology is meaningless; I will strive to provide meaningful experiences where students actually learn something useful, regardless of the delivery mode. Sometimes, that means to simplify, rather than overwhelm with technological bells and whistles. Effective use of meaningful technology is a delicate balancing act.
DAY 5 MORNING - JUNE 29, 2007
How has working with this video game impacted your knowledge of science and math?
Working with the video game has allowed me as a science teacher to analyze the content related to atomic theory development as presented in Chemistry and Physical Science. This process has allowed me to focus in on the essential components as included in the Standard Course of Study. Often, as a teacher, it is easy to digress and present material that is "nonessential" as far as curriculum goals and objectives are concerned. Having majored as an undergraduate in Chemistry and Physics, it is easy for me to present too much information on atomic theory development, as I find the topic interesting.
The video game development provides an excellent opportunity to assess the essentials of the topic. Too much information will turn the game into a boring textbook presentation; students will not be interested in such a game. The power of the video game is capturing students' interest and imagination, motivating them to learn the content. This requires a sophisticated understanding of the content, enabling the game developer (teacher) to cut to the heart of the content. This presents a challenge, as teachers become comfortable teaching the same content in the same way year after year. However, only through accepting this challenge and meeting it head on is professional growth possible.
Working with the video game has allowed me as a science teacher to analyze the content related to atomic theory development as presented in Chemistry and Physical Science. This process has allowed me to focus in on the essential components as included in the Standard Course of Study. Often, as a teacher, it is easy to digress and present material that is "nonessential" as far as curriculum goals and objectives are concerned. Having majored as an undergraduate in Chemistry and Physics, it is easy for me to present too much information on atomic theory development, as I find the topic interesting.
The video game development provides an excellent opportunity to assess the essentials of the topic. Too much information will turn the game into a boring textbook presentation; students will not be interested in such a game. The power of the video game is capturing students' interest and imagination, motivating them to learn the content. This requires a sophisticated understanding of the content, enabling the game developer (teacher) to cut to the heart of the content. This presents a challenge, as teachers become comfortable teaching the same content in the same way year after year. However, only through accepting this challenge and meeting it head on is professional growth possible.
Wednesday, June 27, 2007
DAY 4 FINAL - JUNE 28, 2007
Shut down, power off: Reflection on Day 4
Day 4 was essentially a "working day". Student and teacher groups continued to work on the video games they had begun earlier in the week. The formal agenda was not followed; particular topics were listed for the morning, but not addressed.
Some technical issues again hampered progress: students and teachers getting logged off the server, multiple users attempting to access the same Steam account. Overall, groups seemed to have adapted to the circumstances, making progress as best they could (programming, recording dialogue, searching for sounds on the Internet).
Individual progress was frustrating. One student from my school was absent; another student assigned to work with me showed little interest in my project. The one student present from my school was not as adept at using Virtuoso; he spent the majority of his time working on an assignment devised by another teacher. While this was prodcutive for him in terms of learning the basics of Virtuoso, little was done to advance my game.
I did successfully locate various websites related to the development of atomic theory that I can link in my game. These will become content resources for the player, residing in the "library", and assisting in the navigation of the game world.
Day 4 was essentially a "working day". Student and teacher groups continued to work on the video games they had begun earlier in the week. The formal agenda was not followed; particular topics were listed for the morning, but not addressed.
Some technical issues again hampered progress: students and teachers getting logged off the server, multiple users attempting to access the same Steam account. Overall, groups seemed to have adapted to the circumstances, making progress as best they could (programming, recording dialogue, searching for sounds on the Internet).
Individual progress was frustrating. One student from my school was absent; another student assigned to work with me showed little interest in my project. The one student present from my school was not as adept at using Virtuoso; he spent the majority of his time working on an assignment devised by another teacher. While this was prodcutive for him in terms of learning the basics of Virtuoso, little was done to advance my game.
I did successfully locate various websites related to the development of atomic theory that I can link in my game. These will become content resources for the player, residing in the "library", and assisting in the navigation of the game world.
DAY 4 AFTERNOON - JUNE 28, 2007
How has the experience of working with students on designing a video game impacted how you communicate or relate to your students?
The video game design process has emphasized the importance of communicating clear goals and objectives. In the design process, we - teacher and students - all had to undersatnd and agree upon the course of action. This involved me as the teacher assuming the role of facilitator and communicating the "big picture" overview of the game. While specifying the particular tasks that need to be completed is extremely important, I now have a better appreciation for the importance of providing the overarching "big picture" concept.
Additionally, the importance of respect and collaboration came through in the design process. We all have ideas, and we all don't always have the best ideas. Students have much to contribute to the educational process, and allowing their voices to be present in the collaborative design process can be very powerful, yielding a more effective educational product. This struck me particualrly in Tuesday's game design brainstorming; students respectfully listened to my vision from last summer, and I respectfully listened to their feedback and input. Working together in this spirit of mutual repsect and collaboration, we will hopefully generate a better product.
The video game design process has emphasized the importance of communicating clear goals and objectives. In the design process, we - teacher and students - all had to undersatnd and agree upon the course of action. This involved me as the teacher assuming the role of facilitator and communicating the "big picture" overview of the game. While specifying the particular tasks that need to be completed is extremely important, I now have a better appreciation for the importance of providing the overarching "big picture" concept.
Additionally, the importance of respect and collaboration came through in the design process. We all have ideas, and we all don't always have the best ideas. Students have much to contribute to the educational process, and allowing their voices to be present in the collaborative design process can be very powerful, yielding a more effective educational product. This struck me particualrly in Tuesday's game design brainstorming; students respectfully listened to my vision from last summer, and I respectfully listened to their feedback and input. Working together in this spirit of mutual repsect and collaboration, we will hopefully generate a better product.
DAY 4 MORNING - JUNE 28, 2007
What do you do well when connecting with your students? Do you have any concerns about connecting with your students?
I try to connect with students on a personal level so that they know I genuinely am interested in their success in my class. I want students to know that I do not enjoy student failure, that I sincerely hope they not only pass my class but learn something useful in the process. I make a concerted effort to listen to students and try to adapt my classroom environment to allow every student to be successful. Obviously, there are basic concerns and behaviors that apply to all students: respect of others, making an effort, approaching work with a positive attitude. Within these guidelines, however, it is possible for me as teacher to "negotiate" learning as appropriate (within limits) to engage and motivate students. Without this, barriers to learning are thrown up, generating negative attitudes and unproductive classroom environments. Sometimes, it is as simple as connecting with the student as a human being, rather than within the teacher-student dimension.
A concern is, however, the boundary that must exist between teacher and student. Students need to relate to me as a three dimensional human being; however, I cannot be a friend to the student, nor show favoritism to certain students in class. The tension is to let students experience enough of your personality to develop a productive, respectful working rapport without students viewing you as an equal. Maintaining that professional distance - which is essential - without it appearing as cold indifference is a constant challenge.
I try to connect with students on a personal level so that they know I genuinely am interested in their success in my class. I want students to know that I do not enjoy student failure, that I sincerely hope they not only pass my class but learn something useful in the process. I make a concerted effort to listen to students and try to adapt my classroom environment to allow every student to be successful. Obviously, there are basic concerns and behaviors that apply to all students: respect of others, making an effort, approaching work with a positive attitude. Within these guidelines, however, it is possible for me as teacher to "negotiate" learning as appropriate (within limits) to engage and motivate students. Without this, barriers to learning are thrown up, generating negative attitudes and unproductive classroom environments. Sometimes, it is as simple as connecting with the student as a human being, rather than within the teacher-student dimension.
A concern is, however, the boundary that must exist between teacher and student. Students need to relate to me as a three dimensional human being; however, I cannot be a friend to the student, nor show favoritism to certain students in class. The tension is to let students experience enough of your personality to develop a productive, respectful working rapport without students viewing you as an equal. Maintaining that professional distance - which is essential - without it appearing as cold indifference is a constant challenge.
DAY 3 FINAL - JUNE 27, 2007
Shut down, power off: Reflection on Day 3
The frustrations of Day 1 returned on Day 3. The morning agenda was abandoned, and teachers and students continued to work on their projects. One of my stduens was absent, and another student (assigned to me from another school) was more interested in working with her friends than my project. Pogress was decent in the early morning; my one student (who I will continue to work with after this week) picked up Virtuoso quickly, and was able to set up some good basic structure in my world.
Towards late morning, however, technical issues started to interfere greatly with progress. Students and teachers were being logged off the server repeatedly; Steam accounts were being shut down as multiple people tried to use the same account; "destructive" group editing was frustrating many groups in their game development. Many of these problems continued for the remainder of the day, adding a layer of tension to an already frustrated group.
In the afternoon, agenda items that should have been covered in the morning were presented. Of particular use was working with sounds and Audacity. This proved useful, as students who were unable to work with Virtuoso for various technical reasons could work on the Internet and Audacity for potential sounds to use in the game.
A mixed day overall; somewhat of a step backwards from the positive sense of Day 2.
The frustrations of Day 1 returned on Day 3. The morning agenda was abandoned, and teachers and students continued to work on their projects. One of my stduens was absent, and another student (assigned to me from another school) was more interested in working with her friends than my project. Pogress was decent in the early morning; my one student (who I will continue to work with after this week) picked up Virtuoso quickly, and was able to set up some good basic structure in my world.
Towards late morning, however, technical issues started to interfere greatly with progress. Students and teachers were being logged off the server repeatedly; Steam accounts were being shut down as multiple people tried to use the same account; "destructive" group editing was frustrating many groups in their game development. Many of these problems continued for the remainder of the day, adding a layer of tension to an already frustrated group.
In the afternoon, agenda items that should have been covered in the morning were presented. Of particular use was working with sounds and Audacity. This proved useful, as students who were unable to work with Virtuoso for various technical reasons could work on the Internet and Audacity for potential sounds to use in the game.
A mixed day overall; somewhat of a step backwards from the positive sense of Day 2.
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