Response to Chapter 3

1.Sodaplay is an interesting website. Upon first entering the site I was not quite sure what it was about. All of the different small icons with different drawings and figures in them confused me as to what kind of microworld it was. After further exploring the site, I realized that it was a physics site. I played a few of the games created by other students. I was able to manipulate varying physics characteristics. For example, I played a game entitled “Fish” where I was able to manipulate the speed, springyness, and gravity. The purpose for this microworld appeared to be to allow students to create games where students can manipulate different physics characteristics, allowing them to make hypothesis and drawing conclusions based on their own manipulations. This could be used with elementary students to teach basic physics principles including gravity and velocity.

2.Net Frog- The Net Frog simulation looks similar to a program that was available for use when I was in high school. It is easy to use and easy to follow but it also seemed just plain easy. Without reading the directions or watching the videos I was able to guess what I was supposed to know without actually having to do much. With that being said, I do not think that this simulation promotes much meaningful learning. Although it promotes an “educational idea” it goes back to the mentality of learning from technology rather than learning with it. Simply using this online simulation to dissect a frog, does not force any sort of inquiry based learning. I do not think that I would use this simulation with students. I understand that many teachers offer it as an alternative to actually dissecting a frog, but I feel as though it greatly decreases the difficulty of the actual process and it also does not allow for much hypothesizing or taking risks. Everything is laid out in a certain manner and needs to be performed correctly without error. I believe that without the possibility and risk of failing no true and meaningful learning can occur.
Funderstanding Roller Coaster- At first, just looking at the title of this I thought that it would not promote much meaningful learning either. However, I am happy to say that I was proved false. After playing the game, I realized that you are able to manipulate that roller coaster in a way that causes the car to fall off the track or fly through the sky. The possibility of failure is available and allows students to hypothesize and manipulate different variables. The ability to manipulate certain variable also differs from the Net Frog site because there was an exact way to perform on that while in this simulation I was able to try many different things and there was no one right answer. I believe that this does promote meaningful learning and I would absolutely use it to introduce different scientific laws and physics principles to my students.

3. Houghton Mifflin Discover Simulations
Grade 2: Science: Matter and Energy
http://www.eduplace.com/kids/hmsc/content/simulation/
The Houghton Mifflin site provides a variety of science simulations for grades K-6. I experimented with a few in each grade level and they each offer great simulations of specific science experiences. They allow students to explore various topics and manipulate a few variables for each. I believe that the simulations provided on this site promote meaningful learning because students are able to manipulate or examine certain factors and see how each is affected. I tried the matter and energy simulation for grade 2. In that simulation I tested to see how certain states of matter affect how one hears noises. I was able to listen to a noise without anything in the way and then listen to the sounds through liquid, solid, and gas. There were also follow-up questions to ask students why certain events occurred. I believe this simulation will bring simple science lessons such as this to life for students.

4.Darfur is Dying- This educational game was very interesting. Upon first entering the game, I was allowed to choose a character and with that character I tried to get water from my community. My first person was captured. This game heavily played on my emotions. After my character was captured I was no longer allowed to use her and had to choose a new one. Navigating around the camp also allowed for learning. I believe that this site should be used with students. The site allows from some meaningful learning, but more than anything I believe that it strikes an interest in students that will cause them to further explore the controversial topic. I feel that this topic specifically allows for meaningful learning because it is still very unknown. I think that allowing students to take on the role of a child of Darfur allows them to get a small glimpse of what these children and their families are going through.
Ayiti: The Cost of Life- This game is very interesting. I believe that we as Americans, myself included, often forget the blessings that we delight in on a daily basis. It is very easy to forget how many people around the world do not have all the luxuries that we do. With that being said, this game allows students to get an inclination as to what, other children like themselves, have to do to help their families survive. The game has that failure factor that I discussed earlier. Students have to make decisions and create hypothesis and manipulate variables within the family to help them survive. As sad as it sounds, it is possible for the entire family to die, the failure factor. I would absolutely use this game with students. I believe that it promotes meaningful learning because students have to emerge themselves in another world in order for their “families” to survive. The students will become involved and actively engaged due to their ability to fail. I believe that they will want to succeed and because of that will need to hypothesize and develop causal reasoning when they do not succeed.
3rd World Farmer- Like the other two games, this simulation game is very good for provoking meaningful thoughts upon first entering the site. We are immediately directed to start the game and have to make decisions that ultimately affect the entire family and their survival. These games all allow for inquiry based science learning. They allow students to pose their own problems and try to solve them in various ways with multiple options. This game would also be great to use with students simply due to its inquiry nature, again using the failure factor. It allows students to take risks and fail and fix it if necessary. There is not just one right answer and so students have great freedom. This promotes meaningful learning due to how engaged students can and will become it. Students will also be able to get a glimpse of another world they are not apart of. All three of these games are not only extremely interesting but great ways to promote meaningful learning with technology, not just from it.

5. Primary Games: Where on Earth?
Grade: 6 Social Studies
http://www.primarygames.com/socstudies/whereonearth/index.htm
In this socials studies game, students are given famous landmarks and are timed and have to locate where the landmark is. The total mileage that the student is off is calculated and then recorded. The student then receives points accordingly and can advance to harder levels according to their score. This game promotes meaningful learning because it is interactive and students get the repetition factor. Although, this game deals with some memorization, memorization is necessary for practical and accurate application and I believe that this game allows for students to develop a better geographic concept of countries, continents, and big cities according to world renowned landmarks.

6. After doing some research, I believe that virtual worlds are quickly becoming an educational tool of the future. I think that there are still many characteristics of virtual worlds that do not yet have a place in the classroom, however there are some that do. I believe that there are many virtual worlds that focus on less “educational” topics. After analyzing my research, I have come to the conclusion that for a virtual world to be effective within the classroom, it should not be an exact reflection of the student’s real life. Instead, it should reflect an aspect of culture, feature of society, or a problem. If students are creating a world that exactly parallels the life they are already living, it could lead to problems that do not belong in the educational realm. Therefore, students should not create virtual worlds to similar to their own lives. However, I do believe that they should be dealing with the “big picture ideas” that affect their world and society, simply not in an individualized context. Considering that the avatars that will be used will not be replicas of the actual students, they should still retain relevance to them so that they become actively involved and meaningful learning can occur.
Resources:
http://knowledge.emory.edu/article.cfm?articleid=1166
http://horizonproject.wikispaces.com/Virtual+Worlds+-+Impact+on+Education

7.I have absolutely no programming background. I have always considered myself, moderately technologically savvy but I am quickly coming to the conclusion that I am not at all. I have never taken any classes or used any software that deals with any aspects of programming. Unfortunately, I do not know how to write an HTML code or use any other programming language. This technology class has become extremely overwhelming to me, causing me to realize how important it will be to become dedicated to professional development, especially in the area of technology, once I become a practicing educator. I am definitely learning and stretching in this class and it is causing me to think outside of the box!