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Research Article
Summary
The article Using the Technology of Today, in the Classroom Today: The Instructional Power of Digital Games Social Networking Simulations and How Teachers can Leverage Them offers an unbiased approach into the potential embedded within gaming networks toward learning. Notable games discussed include World of Warcraft, which features slaying missions incorporating various players from different global sites synchronously. As the gamer overcomes the challenges given, he/she attains more power and life strength within the game (Klopfer, Scot, Jennifer, & Jason, 2009). The Civilization game is also included, and it has a sequence ranging from I to IV where the player is obligated to create their own empire beginning with old material like grass and wood and advancing to newer building materials like nuclear materials.
The Lure of the Labyrinth is also mentioned, and it involves a rescue escapade of a missing pet within a diverse maze with the player required to identify the location by use of various hints. The given games sharpen users minds by offering various challenges that are gradual in nature as marked by the stages involved and thus necessitate a player’s capability to understand and process data rapidly, act instinctively for survival purposes, and operate simultaneously in various aspects that enhance multitasking aptitude. Similarly, learning requires the same skills and capacities for enhanced comprehension and rapid yet credible decisions (Klopfer, et al., 2009).
Impact on Education
The approach has been very effective within learning programs as initially noted by a 7th grade instructor named Ross. The lecturer has employed the Diplomacy game in teaching students issues related to international conflicts like World War I where through the visual element, learners have been able to acquire a quick and in-depth comprehension of the subject; the information is easily recalled. Physics has also become an understandable subject as attributed to the StarLogo TNG game as instructors Kali and Hal have been employing within their 12th grade classes. This is notably indicated in intricate topics like evolution or the management of jungle fires (Klopfer, et al., 2009). Hal notes that the simulation allows learners to formulate various resolutions that are then relayed within the classroom to enhance personal creativity in problem solving.
Kali offers the same reaction with regard to the impact of the simulation in the physics field as they work jointly with Hal. Other games that are useful for scientific and mathematical simulations include the Molecular Workbench and SimCity. Social networks are also quite useful in the creation of threads for conversation purposes as stated by John, a high school literature tutor. John created a personal blog within the Ning social network and used it for the discussion of literature with his students as well as other interested individuals. This diversified learning enhanced idea sharing across various learners thereby encouraging critical thinking and expression of one’s ideas in proper communication format (Klopfer, et al., 2009). Other social networks useful within such an approach are Think.com, Diigo and Panwapa.
Personal Opinion
I believe that the approach is quite innovative and useful within the learning setting as it employs techniques that are compatible with the young generation thus developing their learning abilities (Johnson, Cleborne, & Leping, 2001). The approach is credible as noted through the four testimonials reflecting development within learners’ comprehension capabilities. It was interesting to note that some games like The Lure of the Labyrinth and Molecular Workbench have been generated by schooling institutions and thus the design and goals conform to learning requirements. Therefore, more scholarly generated games should be created in a bid to overcome the challenge that may be created in trying to modify an existing one into a learning tool (Ivers, & Melissa, 2003).
Conclusion
In conclusion, the article provides a creative approach in learning yet the effectuality of the system is hinged on the ability of the tutor to embrace the approach and apply various pedagogical aspects for enhanced information delivery to the learners (Petrina, 2007). The school setting is also very deterministic on the program’s success noted on whether it supports the approaches or not. The games utilized within the simulations have to be carefully identified to ensure that the desired learning aims are realized (Solomon, 2007). Students should be allowed a level of flexibility in interacting with the systems as a form of stimulating their imaginative capacity in acquiring solutions within the learning field (Cennamo, John, & Peggy, 2009).
References
Cennamo, K. S., John, D. R., & Peggy, A. E. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Clifton Park, NY: Cengage Learning.
Ivers, K. S., & Melissa, P. (2003). A teacher’s guide to using technology in the classroom. Salem, OR: Libraries Unlimited.
Johnson, D. L., Cleborne, D. M., & Leping, L. (2001). Integration of technology into the classroom: case studies. Hamden, CT: Routledge.
Klopfer, E., Scot, O., Jennifer, G., & Jason, H. (2009). Using the Technology of Today, in the Classroom Today: The Instructional Power of Digital Games Social Networking Simulations and How Teachers can Leverage Them. The Education Arcade, Massachusetts Institute of Technology. Retrieved from http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf
Petrina, S. (2007). Advanced teaching methods for the technology classroom. Southfield, MI: Idea Group Inc.
Solomon, A. (2006). Technology in the Classroom. West Chester, PA: Delmar Thomson Learning.
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