Four of my proposals were accepted for presentation at the Society for Information Technology and Teacher Education (SITE) International Conference in Jacksonville, FL. I’d love to connect with any of my readers who are also going to SITE. This will be my first time to attend SITE. I’ll be attending all the presentations on gaming.
Here’s my current schedule for the conference: (All times are Eastern Standard Time.)
1. Poster Session:The Electronic Village Online, An Open-source, International Collaboration for Professional Development, March 19, 2014 at 5:30-7:00 P.M.
What will I research for my dissertation? Since there’s a lack of K-12 research on educational gaming, I want to address this important vehicle for instruction. Besides, gaming as an instructional strategy is a hot topic now. I’ve blogged about the empirical evidence of how gaming improves vocabulary development. See Gaming as an Instructional Strategy for Language Learning.
Here’s a list and brief description of the five types of qualitative research with examples of possible gaming studies:
Case Study- This looks at a particular situation known as a bounded system. For instance, a researcher could study a class or grade level’s use of a particular educational game. Educational case studies serve as examples of a particular tool or strategy.
Ethnography- This studies the culture and beliefs of a people. For example, a researcher could study the children’s games particular to the Choctaw Nation by focusing on the attitudes, material used, practices, and values associated with their game play. A best practice is to include someone from within the target population on your research team. Educational researchers engage in ethnography studies that relate to learning.
Grounded Theory- This is an exploratory research study that inductively generates a theory based on data collection. One could collect data on teachers who use gaming with children for instructional purposes and postulate a theory on the type of teacher who is most likely to use gaming in the classroom. This is a type of action research that is ongoing. Each new study could develop into more ideas for inquiry based on the previous patterns observed.
Historical- This is also called narrative research. It’s a chronological study of the accounts of a particular concept. For example, one could study the historical use of computer-based gaming for educational purposes in primary schools. Historical studies can begin where others have left off, or perhaps revisit past accounts for new revelations.
Phenomenology- This is basically the study of a particular phenomenon. A researcher could capture teachers’ responses to well-designed educational games by having the teachers experience the game itself (not just read or hear about it). Then describe their experience through descriptive analysis.
Rogers, S. (2014). Program Theory Logic Model of Trace Effects Video Game. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 1662-1674). Chesapeake, VA: AACE.
This learning module instructs and guides students on how to upload a media file to a podcast channel, specifically Podbean.com. It can be used to supplement any course content as a project. For instance, a student can produce an audio file on any topic and then publish it to a podcast channel as part of an oral language project. Poetry readings, musical performances, or reporting the weather are just a few ways to incorporate podcasting. This project could last several weeks.
Using emergent technologies is an important skill for the 21st century learner to apply, not only in class, but also in their personal learning networks, college, and future career. Moreover, this product can be used in K-12 schools to address the media skills embedded in the Common Core Standards (2010) for career and college readiness benchmarks. For instance, the English Language Arts Standard for speaking and listening in Grade 2 states (2.5 Presentation of Knowledge): “create audio recordings of stories or poems.” Podcasting would be an excellent vehicle for this task. A similar standard for presenting content in multimedia is included in grades 3-12 core standards.
The learning module includes the following components:
• a podcast interest and technology skill level questionnaire;
• a pretest and posttest on technical terminology (with answer keys);
• an 18-page PowerPoint presentation on the technical terminology;
• a K-W-L chart activity;
• a 7-minute screencast to demonstrate the procedures; (See YouTube video link below)
• a 6-page how-to guide with glossary to serve as a desk reference when performing the task;
• a student checklist of procedures and outcomes for self-assessment of the criteria;
• a rubric for the teacher to evaluate the project; and
* an 18-page teacher guide with research basis and instructional strategies.
Goal Statement: Students will successfully upload a media file to Podbean.com for an oral language project by following the steps in the screencast and supporting how-to guide. The learning context is during class time in the computer lab or on a home computer. Students will need to have already learned how to create an audio or video file and save it as a MP3/MP4 format on a flash drive for school work.
I completed this project during my doctoral studies, so it includes the research basis for the use of podcasting. I think you’re really going to like this product, as I’ve put over a semester of effort into creating and pilot testing it! It’s for sale on TeachersPayTeachers in the Teacherrogers Store.
If you’re interested in creating educational material for profit, check out the top earning teacher on TeachersPayTeachers.com (TPT). This is a real life story of a kindergarten teacher who has been financially successful selling her teaching lessons and other educational self-made products. I have a store on TPT, too, so feel free to ask me questions about the site.
“The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled.― Paulo Freire