Next, we were assigned to create an evaluation rubric based on our group's online game. We created our evaluation rubric based on knowledge from the rubrics we have received from previous teachers. "Rubrics make assessing student work quick and efficient, and they help teachers justify to parents and others the grades that they assign to students" (Andrade, 2006, p. 13). Andrade (2000) also expresses, "rubrics are also teaching tools that support student learning and the development of sophisticated thinking skills." Personally, it was fun making a rubric rather than receiving one. All members of Group Alpha participated in the information process of creating a rubric and inputting our individual ratings about "Grand Prix Pro Multiplication." With no surprise, our total outcome result gave an excellent rating, making it a highly recommended game for teachers and parents to use.
"Grand Prix Pro Multiplication" is an online educational multi - player game designed to help young children in third through fifth grade, ages nine through eleven, on learning fundamental multiplication knowledge. As part of the Common Core Standard, students will learn to multiply basic one to two digit multiplication problems from one through ten. Students will strengthen their memory, quick thinking, and solving skills. While students are actively engaged, they do not know they are learning at the same time. Nonetheless, fun is essentially important when learning. Willis (2006), a neurologist and educator, stated, "the highest-level executive thinking, making of connections, and "aha" moments are more likely to occur in an atmosphere of "exuberant discovery," where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning" (p. 58).
Lastly, Group Alpha used a few of the many technology tools that were readily available to us. For our final presentation, Wix.com was used to create the group's website for "Grand Prix Pro Multiplication." Our team had collaborated to meet outside of class hours to work on our website using group chats such as WhatsApp Messenger and individual e-mails to send and make revisions on our group work. Also, we used direct links to click on the website. For example, when a viewer is on the game website and clicks on the 'Play Game' tab, they are automatically directed to the "Grand Prix Pro Multiplication" game. Another technological tool used was Google Docs for the evaluation rubric and the group survey which was presented at the end of our final presentation. I found the technological tools directions quite easy to understand so I definitely see myself using them in future group projects.
Today, educational technology is effective because it helps support student's reach their academic goals. Technology is a successful tool to integrate the classroom learning experience more meaningful and fun. Assistive technology devices benefit greatly for students with disabilities and students lacking motivation, academic skills, and social development. Incorporating technology in classrooms accommodates every student's individual needs. Technology is reshaping the education system forever and there is no sign of looking back.
References
Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18. Retrieved from http://wwwtc.pbs.org/teacherline/courses/rdla230/docs/session_2_andrade.pdf
Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: Association for Supervision & Curriculum Deve (ASCD).
Lastly, Group Alpha used a few of the many technology tools that were readily available to us. For our final presentation, Wix.com was used to create the group's website for "Grand Prix Pro Multiplication." Our team had collaborated to meet outside of class hours to work on our website using group chats such as WhatsApp Messenger and individual e-mails to send and make revisions on our group work. Also, we used direct links to click on the website. For example, when a viewer is on the game website and clicks on the 'Play Game' tab, they are automatically directed to the "Grand Prix Pro Multiplication" game. Another technological tool used was Google Docs for the evaluation rubric and the group survey which was presented at the end of our final presentation. I found the technological tools directions quite easy to understand so I definitely see myself using them in future group projects.
Today, educational technology is effective because it helps support student's reach their academic goals. Technology is a successful tool to integrate the classroom learning experience more meaningful and fun. Assistive technology devices benefit greatly for students with disabilities and students lacking motivation, academic skills, and social development. Incorporating technology in classrooms accommodates every student's individual needs. Technology is reshaping the education system forever and there is no sign of looking back.
References
Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18. Retrieved from http://wwwtc.pbs.org/teacherline/courses/rdla230/docs/session_2_andrade.pdf
Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: Association for Supervision & Curriculum Deve (ASCD).
Hi:
ReplyDeleteNicely written
-j-