Week 4 Media Project Simulation Land

Simulation Land is intended to train teachers and administrators about the educational usefulness game and simulation programs are. This web sites goal is to actively involve the participants in learning about the programs out there that they can incorporate into their instruction. To do this, the web site has tabs that are broken up into many curriculum. This makes maneuverability threw the web site quickly.

Another aim of this site is to increase collaboration amongst members. The participants become a member of Simulation Land fan page on Face book. They share new techniques that they have learned or are using.

Visit the site and explore all the different curriculum that interest you.

Here is the WEB SITE

Week 4 Chapter 12 How have you enabled someone?

Cole and Christian at first school dance..Photo by Dennis Keegan

How have you enabled someone?


Have you had the pleasure of lifting a teammate, student, stranger up enabling them to realize their dreams and exceed anything that you could have imagined?

I would like to think that I have been able to do this with my students, but more importantly I hope that I have been able to do this with my own children. It is truly amazing how we as teachers can see how our instruction can affect students. When I look back at this statement above “have you ever had the pleasure of lifting a teammate, student, stranger up enabling them to realize their dreams and exceed”, this makes me think of friends that have confided in me over a given situation. These times are normally when a person is seeking confidence from another or advice. If you are one of these people who are asked for advice, you should feel honored. This means they respect you and you are of importance to them.
You can be thought of as a dream guider. This is a gift, which you will be remembered for, for a long time.

Reaction Post Week 4_Kevin Farmer Thesis and other thoughts

Kevin wrote:

Week 4--Thesis and other thoughts

Well, we have turned in our thesis. An experience that is an accomplishment regardless of the grade. The amount of reading, thinking, writing, and re-writing at this point seems to be like a grey fog. I can not remember individual writing experiences, it seems to blend together.

These last three weeks as I was mostly proof-reading there were sections I didn’t remember writing. I remembered the concepts but the actual experience of writing is wiped from my memory.

I know we are not done but I am proud of our little group. We have grown in our educational understanding, in our writing ability and in our friendships. It is an experience I am glad I have been apart of, but would not soon want to repeat.

I know we still have things to complete but I feel nostalgic and for this evening will enjoy that feeling. Tomorrow I will set my attention at the next part of our task. But for tonight may we enjoy a Sabbath. A moment where we can reflect on what we have done and be grateful we have reached this milestone.

I especially want to thank my wife and family for their support of me being gone to do homework. (I really do not know how many more times I can leave to go study when my daughter says, “but I don’t want you to go do your homework.”) I wish to express my gratitude to God for grace to give me strength when I was weak.

This picture is my family from this past Christmas.

Week 4--Thesis and thoughts
Kevin,
I enjoyed your comment; “I know we are not done but I am proud of our little group”. In all my years of schooling I have never created such friendships before. I believe our small group will stay connected through the years to come. I look on to these next few weeks remaining filled with feelings of great accomplishments. We have a lot to be proud of; we also have family that has been there through all of this, which it has been difficult for them as well. I am looking forward to spending more time with them.

Congratulations to all of us!
Thursday, February 25, 2010 - 12:27 PM

Week 4 Chapter 10 "Choices"

Life is about choices, some you “make” and some you “take”. I believe that taking and making choices are different. Thus carrying different outcomes.
When you make a choice, you have paused and thought about it. You thought about the ramifications on you and others around you. Your conscious of your actions and feelings, therefore this will direct your thoughts thoughtfully. I look at it like this, when you make a cake you do it with the thought that others will enjoy it. You are seeking gratitude of others and their happiness.
In taking a choice, you are doing this to better yourself or feel better inside. These choices seem to be thoughtless; outsiders looking in may view your choices as risky. When taking a choice, it is the moment that feels your rush. This is why your thought process is over powered by your emotion and you act on impulse.

week 3 Reaction to Chad Pucik"HOW FULL IS YOUR GLASS?"

Chad Wrote:

All to often people focus on negativity when a part of their finely laid plans go awry. While disappointment is certainly an acceptable feeling, dwelling on it is unacceptable. Reading through chapter 7 in The Art of Possibility, the author addresses ways in which to take a look at the negatives in order to find the positives or to even create positives.

I think it unfortunate that most people see only the negatives. All to often I see friends and family get upset over what seems like little things. It’s important for people to be able to turn negatives around to the best of their ability and to stop placing blame or escaping a situation simply because they feel it’s insurmountable.

When a situation like that happens to you next time, take a step back and really look at the events that have happened. Is it truly that bad? Is all hope lost? Is there anything you can do to change or adapt to what has happened? I think you’ll find there are almost always ways to make the situation a little more positive. Sulk if you must, I still believe that sulking can help relieve a little pressure, but don’t dwell on the negative. I think you’ll find that if you can do that you’re glass will be at least half full.

Sources:
Glass.jpg photo by 96dpi



Chad,
As a parent I try to teach my children that it is ok to feel disappointment in life. Sometimes these disappointments can be learning experiences, which in the long run can help us, grow up. Although some adults are never able to “look at the glass as half full” they struggle with accepting change as well.
According to Chad Pucik, “I still believe that sulking can help relieve a little pressure, but don’t dwell on the negative”. I agree with this statement, people need to be able to move away from those negative experiences, look for positives in your situation although it maybe difficult a bright outlook can improve your negative circumstance.
Even as a student, I can see how it can be difficult to look at a situation such as a class without feeling overwhelmed. During this program, I was overwhelmed many times, I often felt negative about the amount of work and pressure I was under. At times I felt like not one understood how stressful it was to be a full-time student, teach full-time, and be a single father of three boys. Instead of focusing on a pity for myself, I needed to focus on the good, which was the education. This chapter was one that I read, which I ended up passing along copies to colleagues at work.

Week 3 Will Google Buzz replace Facebook?

Facebook image retrieved from http://lifeinthenhs.files.wordpress.com/2009/02/facebook.jpg












Google Buzz image retrieved from www.hotindienews.com/ 2010/02/12/1018852


Will the Google Buzz be the next social network and take over Facebook?

Google officially launched a new site called Google Buzz in February 2010. This new tool started off by attaching itself to peoples gmail account This created some privacy issues and problems with the first launch. Google acted quickly to ratify these issues and put together a team to study the new tool. As with any new application, tool, program, site, or software their can be conflicting software or privacy issues.
Recently you may have notice Facebook doing something similar to you when surfing through the site, the other night I had a pop-up ask me if I would like to add any of my yahoo mail addresses I had to my Facebook. I recalled Google Buzz automatically doing this. Facebook, must have learned from the complaints that Google Buzz received that this application was one that should allow the user more control.
After looking at both sites, Google Buzz and Facebook. My feelings are that Facebook will maintain leadership in social networking due to its ability to accept other applications and its popularity. Currently, Facebook has an estimated 400 million users, which will attract companies whom wish to advertise. These advertising campaigns will pay for Facebook alone. Facebook will not have anything to worry about the same reason as ebay not worrying about craigslist.


References:

Facebook image retrieved from
http://lifeinthenhs.files.wordpress.com/2009/02/facebook.jpg

Google Buzz image retrieved from:
http://www.hotindienews.com/2010/02/12/1018852

Week 3 Chapter 8 What are you doing in your daily life that expresses your passion or the things you are passionate about?

Imagine 1 Connor by Dennis Keegan








Are you working with your passions?

In my daily life I am most passionate about my teaching and photography. My teaching has been apart of my life since 1995 and I have been teaching middle school all of those years. For this passion I care deeply about, or I would not be continuing my education in order to better my instruction to my audience.
My hobby takes me into my other passion, which is photography. Here I can lose myself in my surroundings or objects that I maybe shooting. But for me the photo just doesn’t stop at the moment you take the picture. The editing is another area I enjoy very much, taking an image from its original shot and changing it into something else.

Week 3 Chapter 7 Where are you in this continuum?

My three son's photo by Dennis Keegan


~Life
The gamut of our life forces many of us to take two paths in life. In my life I have been faced with situations where I reacted to them similar to the cow. One that comes to mind is when my parents separated. I remember looking at the separation with sorrow and sadness for my family. For me, preparing myself for a dysfunctional family life is what I did. Much like the cow in accepting his fate with death, I accepted the fate of my new lifestyle. Although I found myself not happy with this situation and after a few years I moved away to Florida to escape much like the duck in this chapter.
This move pushed me to enter a new chapter and embrace life. Changing ones scene and beginning with a new starting point or a new challenge seem therapeutic. Since my move to Florida I have relocated to Michigan and I experienced what my mother went through in life with her divorce. Where am I currently on this continuum, I am starting with a new starting point with my education. Then building a life here in Michigan for my sons and me. My future path will be for my boy’s and our happiness. I want to live life to the fullest and keep myself challenged along the way.

Week 2 4th post Internet Radio: This isn’t your boombox

Internet Radio: This isn’t your boom box

Have the years of radio stations at the work place left us? With the inability to control what maybe said out of a DJ’s mouth or are you just plan tired of hearing these people talk. Blah Blah Blah. Well you have the opportunity to change all that with what is called Internet Radio and finally have control of the sound would like to hear, minus the talk. These sites started around 1998, but became extremely popular around 2005 with such sites as www.Pandora.com and www.Jango.com.
What makes these sites different from radio is that you can type in an artists name and the site will play music by this artist and artists that sound similar, which inturn gives you the listener the chance to learn new music. Also, theses sites offer you the opportunity to build a collection of your music. I use these sites to find new artists and the CD’s they have. Pandora goes one step further to let you know if the band is currently on tour, which is how I found out about Dave Mathew’s Band tour dates last summer. Smart phones are even getting involved in this. You can download the applications to your phone, then plug your phone into the car radio and listen to your favorite Internet radio stations. If you get a call, the radio will pause and then continue once the call is done.
My only disappointment was when I was traveling through Canada; Pandora does not work in Canada. But don’t worry just have the back up ready Jango does work in Canada.

Sources:

Jango Image
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdrFgT1BkvtDL7fgjtADVr7Kp21RGA1_pFVQMb161ffYRmD3fcU_Lc5C0-Z8-ufxxPXERR151LILqh9TXbbGJIOh3vG2rGcjs_lRVTe2COkwbkPiljSundFfMW1xho-6xGftGpPF3Nwy1s/?imgmax=800

Pandora Image:
http://www.dailygrommet.com/product_images/0000/5803/PandoraLogo.jpg


Boombox image:
http://www.jvc-boombox.com/wp-content/uploads/2009/07/bbox1.jpg

Reaction Post Week 2_TJ Being a Contribution

Wk2 Reading: Being a Contribution
TJ Wrote from blog
http://web.me.com/tjmacky1/TJs_Blog_Spot/Media_Asset_and_Creation/Entries/2010/2/9_Wk_2_Reading__Being_a_Contribution.html#

It comes in many forms: Do unto others as you would have them do unto you, pay it forward, lend a hand, be a contributor.... What it boils down to is opening yourself up to inviting good things to happen in your life. When you look at your role in life as if you were a contributor rather than playing an expected role, you open yourself up to new and unexpected possibilities.

When we take the “safe” or expected road in life, we doom ourselves to repeat mistakes, our own and/or those of our parents and others around us. We blame for our “lot” in life and do little to change or improve our position. When we make a choice to change our role in life to that of a contributor, it affects us as well as those around us, usually in a positive way. Going with the status quo may be the safe or known road, but why not take a chance on life, shake it up and help yourself become all tha you are capable of becoming.

Sources:

circleofcontribution Clip Art retrieved from Microsoft Office Online: j04410371.jpg

Video: We Can Make Difference by Harold Payne by Linda Graham retrieved from http://vimeo.com/2579767

Reaction to post:

TJ, I can remember this comment echoing my childhood, as my younger sister and I would argue. Then now as a parent I hear myself saying these words to my sons “Do unto to others as you would have them do to you”. As a parent we contribute to life of our children, we as educators also contribute to the children in our classes. We are living role models in our life as parents and as educators. Our paths in life are directed by our actions and we can improve our positions by making intelligent decisions to better the life around us. Obstacles will come our way; it is how we deal with these obstacles that will dictate our intelligence and our inner core of happiness. Welcome the obstacles as a life of learning and over coming them with the gift of bettering yourself.

Week_2_Second_Blog_Chapter_4_ Contributions_ And_Me

A series of small accomplishments is often difficult for one person to see when faced in with such adversary. Most of the time it is easier to give up, then to face it. For me this is one chapter that I related to on a personal level. When I was faced with divorce and left with three children to look after I rarely had the ability to acknowledge the small accomplishments being made around me. An example would be, my middle son learning to ride a 2 wheeler or my oldest playing soccer. My mind was distracted with clouds and I needed to find a happy place for both my boys and me.
This came to me in my art and photography, as I turned to this media to find a contribution that I could give to my sons and myself that was rewarding. Instantly my family and friends admired my works and from there I started sharing this happiness with them. I would take pictures for weddings and family portraits for free, just because it made me feel good and alive. I looked at my art as a way of contributing to me friends and families happiness. So when reading this chapter I could relate to the woman throwing starfish back into the sea. Although I was not getting paid for the service of taking pictures the smile that I received or the gratitude I was given was worth more to me, it brought me back.

Photo by: Dennis Keegan in photo youngest son.

Content_Project_Proposal_Simulations as Educational Learning Tools

I. THESIS ABSTRACT

Research has indicated that simulations contribute to learning, by providing immediate feedback, engaging learners, and in establishing an authentic and individualized understanding within a variety of areas. Analysis of the data shows that 21st century learners are eager to be engaged in this type of pedagogical environment with interactive experiences, which allows for consistent learning and relearning. Students of the 21st century crave opportunities to be directly involved in exploring new material delivered in a technological format. New generational students learn by doing, and the entertainment factor within technological resources supports more meaningful engagement. The traditional 20th century format is no longer challenging or interesting for these students. The existing problem is that educators don’t have the training or knowledge to reach these new learners.

II. Introduction

Students of the 21st century crave opportunities to be directly involved in exploring new material delivered in a technological format. New generational students are hands-on learners, and the entertainment factor within technological resources supports more meaningful engagement. When utilizing games and simulations as learning tools, students show high engagement, according to Roth and Welzel (2001). As stated by Whitsett (2007), "Students graduating from our high schools, colleges, and universities are moving into a world that is entirely different than that of our parents and grandparents." (p.8). Educators and school administrators in the K-12 setting tend to view video and computer games solely as a form of entertainment. Often, these games are not viewed as educational tools.
The solution lies with the teachers and administrators. With training and knowledge of the benefits of using technological tools in the classroom, teachers and administrators may have the confidence and willingness to begin a new chapter in classroom learning. Using simple methods, teachers and administrators could quickly be instructed on how to use educational websites in the classroom. According to Anthes (2009), “separate studies, to boost visual acuity, spatial perception, and the ability to pick out objects in a scene. Complex, strategy-based games can improve other cognitive skills, including working memory and reasoning”(p.1). One example of an educational tool for professional development is a Ning site, which explains the background of the new learning techniques and give success stories describing student achievement, reached through active participation in a simulation. Educators could be presented with a questionnaire inquiring about their familiarity with 2nd generation learning through game simulations such as those found at EdHeads.org, Oregon Trail, as well as collaboration sites such as Ning. The data would be displayed for their immediate feedback. According to Srinivasan, Perez, Palmer, Brooks, Wilson, and Fowler (2006), simulations are available to support instruction in many areas of science and engineering. The participants would then be led to an online site, either EdHeads.org or an Oregon Trail site. These sites are free, are user-friendly, and are Web 2.0. The purpose of this design is for the participants to learn how to use Web 2.0 sites in their current curriculums, then collaborate with other members of this site about what they learned and how they placed it into their curriculum. The above Web 2.0 sites can be used in math, science, history, and English. This free option to use such tools is an excellent option for districts that have a limited technology budget.

III. Goals and Objectives

The application of this topic adherently relates to the classroom use in improving pedagogy delivery of curriculum material. The solution is to engage the students through simulation delivery. Educators in the K-12 setting, along with administrators need training to successfully implement these programs and in order to recognize the value of these learning tools. In order to facilitate training, educators and administrators can actively participate in a presentation of a Ning site, which will direct them into areas of math, science, social studies, and English. The solution is to improve K-12 education by promoting the use of simulation software for material delivery. As Taylor and Chi (2006) make clear, students can have a deeper understanding of the content in multiple contexts and be able to recall and apply the information in more real-life, practical situations, even testing environments (308). The students can actively engage in this software and be able to participate through exploring, applying hypotheses, and examining their results in a visual, animated form. The results of the research indicate that application of games and simulations in the classroom can be a global level learning experience.
It can be anticipated that the utilization of Ning as a means will be successful in order to blog and post educational success. Educators of all levels can participate in this Ning site as a means of communication. Imagine educators on a K-12 collaborating with each other in order to expand student understanding and increase teacher knowledge of simulation software, with both collaboration and sharing ideas to expand curriculums.
This topic will enable the participant to follow through two learning domains, cognitive and affective learning. These domains will be throughout the lesson and at times they will be used together. The Web 2.0 tools and the curriculums will orchestrate the procedure of using these domains.
In the cognitive aspect the learners will participate in the online Web 2.0 programs Edheads.org and Oregon Trail. This hands-on familiarity will build knowledge of the site, distinguish useful applications and evaluations in the curriculum.
In affective learning, the participants will collaborate amongst peers discussing what worked for them and what other online tools were available. This will be done through blogging and the Ning site.
The K-12 teachers attending this in service training should be able to evaluate and choose which simulations will improve the learning of their students according to their subject area(s) from those included on the web site (Oregon Trail and Edheads) while collaborating with their peers within thirty minutes of the morning interactive presentation of evidence and experience playing the games. These teachers should be able to write a complete lesson plan with the template offered on the web site for their chosen simulation during the afternoon session, while interacting with the website and department peers, that can then be utilized in their classrooms. Using the web site’s checklist, the teachers should be able to review and evaluate their chosen simulation game and post and discuss their lessons in a discussion board on the
website before leaving the in service.

IV. Presentation

Simulations give immediate feedback, which has been found to be helpful in both educational as well as military settings. According to Harris (2009), simulations offer “students the chance to test decisions and realize consequences, two key aspects of a simulation”(p.108). The immediate feedback allows students to revise and improve their performance in an ongoing manner.
In another environment, immediate feedback has been found to reduce safety concerns by using robotic simulations to rehearse scenarios under more controlled circumstances than would be found in reality. According to Mihali and Sobh (2005), “The software package could, for example, be used from student residences as a ‘virtual’ manipulator so that students can write their own simulation and control software”(p.41). The software enables the robot to simulate movement, so that the students’ input does not cause an error, which could cause damage to the robot. This software not only encourages authentic learning, but also is cost efficient after the initial output of goods.
The K-12 teachers attending this in service training should be able to evaluate and choose which simulations will improve the learning of their students according to their subject area(s) from those included on the web site (Oregon Trail and Edheads) while collaborating with their peers within thirty minutes of the morning interactive presentation of evidence and experience playing the games. These teachers should be able to write a complete lesson plan with the template offered on the web site for their chosen simulation during the afternoon session, while interacting with the website and department peers, that can then be utilized in their classrooms. Using the web site’s checklist, the teachers should be able to review and evaluate their chosen simulation game and post and discuss their lessons in a discussion board on the website before leaving the in service.

V. Evaluation

Throughout the website training, teachers will be assessed through online quizzes, made by the creators of this web site, that test their knowledge on the types of simulation games. Students and Teachers will receive results instantly from the web site using www.proprofs.com. Teachers may collaborate and take these online quizzes. The quizzes are no fail activities that serve as a means for the teacher to gauge what information they may still be unclear about. Teachers will get feedback through discussions. Once teachers have completed the website training and have been introduced to the various simulation games, teachers will work in collaborative groups to create a lesson that incorporates a simulation game. The lesson will suggest ways to use simulation game or create a new way to look at using the virtual game. This information will be presented to the participants in their training session via the Ning site. Teachers will utilize the discussion board and write an honest and reflective review about one of the simulation games featured. These reviews will provide “real world” advice about these new tools to other teachers.

VI. References

Adair M, Gabriele J, Wong, M (n.d). The Oregon Trail online. Retrieved February 3 2010, from http://woz.commtechlab.msu.edu/courses/447sp04/oregontrail/index.htm

Anthes, E (2009). How video games are good for the brain. The Boston Globe. Retrieved
February 2, 2010,from http://www.boston.com/news/health /articles/2009
/10/12/how_video_games_are_good_for_the_brain/?page=1
Bort, E (2009). Retrieved February 4, 2010, from http://www.edheads.org
website: Edheads.org

Harris, M, (2009, Spring). Technology review: simulation by any other name…
Community College Enterprise; Spring2009.15(1). p107-109, 3p Retrieved February 3, 2010. Retrieved October 2, 2009, from http://web.ebscohost.com/ehost/detail?vid =3&hid=6 ed1b581c9104%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ
%3d%3d#db=ehh&AN=39462828.

Mihali, R, Sobh, T (2005, July-December). Effective simulation and control approaches for alleviating the access to high-cost manipulators. Journal of STEM Education
Innovations & Research, 15575276, Jul-Dec2005, Vol. 6, Issue 3/4
Retrieved February 3, 2010. Retrieved from http://web.ebscohost.com =9ed1e363-35bf-
4644-af60-43c0835f79 d9%40 sessionmgr11

Roth, W-M. and Welzel, M. (2001). From activity to gestures and scientific language.
Journal of Research in Science Teaching, 38, 103-136.

Smith, E and Mark B (1996, December). ‘‘Designing in-class simulations.’’ PS: Political
Science & Politics 29 p. 690–694. Retrieved February 3, 2010.

Srinivasan, S., P, L., Palmer, R., Brooks, D., Wilson, K., & Fowler, D. (2006).
Reality versus simulation. Journal of Science Education and Technology, 15(2),
137-141. Retrieved February 2, 2010, from ERIC database http://search.ebscohost.com/
login from.aspx?direct=true&db=eric&AN=EJ748831&site=ehost-live

Taylor, R. S. & Chi, M. T. H. (2006). Simulation versus text: Acquisition of implicit and

explicit information. Journal of Educational Computing Research. 35(3), 289-313.

Retrieved February 2, 2010, from EBSCOhost database (ERIC).

Whitsett, J. (2007). Meeting the needs of the new world student. Journal of College

Science Teaching. 37(1), 8. February 2, 2010, from EBSCOhost database

(Academic Search Complete).

Week 1 Blog post 4 Where is pedagogy going?

Here is a video that I put together for this post. Hope you enjoy.

Comment_on_Chad_Pucik_Post_THE BOX, AND HOW TO GET OUT OF IT!

WK1 READING - THE BOX, AND HOW TO GET OUT OF IT!
In my opinion thinking outside of the box is simultaneously one of the easiest and hardest things that humans can accomplish. The problem with many people is that we rely so much on our senses and forget to use what is perhaps the most important organ we have; our brains. Much like the old saying “Can’t see the forest from the trees” we tend to at times have such a narrow view of things it can be difficult to discern another available path when one opens up to us. That’s what makes thinking outside of the box so difficult. So what can make it easy? Analyzing, opening yourself up to other possibilities, and collaboration. Collaboration is one that I feel gets overlooked far too much. Speaking with others is one of the best ways to get a new and fresh perspective on problem or question that’s in front of you.
Stepping outside of this box is the first step in making your world, and hopefully the world overall, a better place. Once open to new possibilities you will find that your internal questions will also change. For example; if a person makes a mistake they will ask themselves “What did I do wrong?” While this is certainly a legitimate question, a better one would be “How can I make this better?” Another example would be fight-or-flight. When confronted with a new situation fight-or-flight may very well be triggered for the average person. However a person that is open to new possibilities may try to determine how they can work this new situation/opportunity into their lives. While fight-or-flight certainly is valuable response to have in certain situations, especially those of true danger, most people are confronted with it for some of the most mundane things that happen in their lives.

Sources:
josh_box.jpg photo taken by Chad Pucik

WK1 Reading Response:

Chad you make a strong point that collaboration is an important role to leaning a new perspective on problems. Veteran teachers seem to have a perspective that rejects new technology. From a veteran teachers viewpoint this means they will have to learn more and it will increase their work. Collaboration with less tenured staff would help this learning curve. I see appreciate my veteran teachers on our staff and try to help them as much as I can. The small hurtles that these veteran teachers need assistance with, we as EDMTS graduates we should be ambassador for our schools.

Dennis Keegan
THURSDAY, FEBRUARY 4, 2010 - 12:16 PM

Chapter 2_Universe of Possibility and a world of measurements. What is the correct method for today's learners?

Current measurements in education are conducted through paper and pencil tests, reports, and worksheets. These current methods of measurement leave no room for exploration and survival thoughts and engagement.

When I think of ways to have measurement and comprehension I think of my classroom measurement methods. In the class I teach students interact with technology, reading, media, software applications, and hands on activities. Each area is evaluated, however it is the software piece that enables the students the ability to visualize and experience portion of the module. These possibilities give the student a real world feel. The chance to experience the role.

Week_1_Reading_How can we think outside the box we live in?_Keegan_Dennis Blog_1_MAC613

How can we think outside the box we live in?

We as educators need to think outside of the box for the new 21^st century learners. The students of the 21^st century crave visual and control of their learning environment. These learners’ 21^st century learners are eager to be engaged in this type of pedagogical environment with interactive experiences, which allows for consistent learning and relearning. Students of the 21^st century crave opportunities to be directly involved in exploring new material delivered in a technological format. New generational students learn by doing, and the entertainment factor within technological resources supports more meaningful engagement. The traditional 20^th century format is no longer challenging or interesting for these students. The ever-changing nature of technology helps to maintain focus and assure high interest within an educational setting. The existing problem is that educators don’t have the training or knowledge to reach these new learners. Thinking outside of this box will take all of us educators coming together to embrace this new approach. Leaving behind the traditional methods of copies and class lectures. To turn towards student simulation activities which engage the students to make decisions in a virtual real life arena.

When addressing the problem is that educators don’t know how to reach these new learners. Educators and school administrators in the K-12 setting tend to view video and computer games solely as a form of entertainment. Often, these games are not viewed as educational tools. Once these educators are taught to also think outside of the box and use the vast amount of tools that technology has to offer, we will all be thinking outside of the box.

Photo taken by Dennis Keegan.