1. Games as a Vehicle to Develop Teacher Identities: Exploring the Potential of Games in the Classroom Through the Len of Pre-Service Teachers Jennifer Killham 4/5/2013

2. Games in the classroom?

3. Instructions: As a class, we will be creating our own online textbook resource on games and learning using a wiki. The purpose of this assignment is to:  Expose you to the range of game-based learning environments  To teach you how to evaluate game spaces  To provide you with experience in using a Wiki for collaborative assignments E-Textbook on Games & Learning

4. You will research and find a game that incorporates your academic specialization. After which, you will complete the following: (a)Write a short description of the game (b)Include at least one link to the game or about the game (c)Post at least one image (d)Explain why you think the game can be used to enhance your future classroom (e)Explain at least one connection between the game and the standards. E-Textbook on Games & Learning (cont.)

5. Sources for Games http://www.filamentgames.com/ www.learninggamesnetwork.org/ http://www.gamesforchange.org/play / http://gambit.mit.edu/

6. Wiki Template

7. The SIMS

8. Connecting Cell Command to the classroom  Cell command can be used as a game that you play before, after, or during your lessons of the cell. The learning objectives for this game are as following:  -knowledge of the components of the cell theory  -knowledge of the structures and functions of the major organelles  -knowledge of the functions cells do to sustain a living organism  -relating structure of a cell to the function that cell performs Connecting Cell Command to technology  This game connects your lesson of the cell to technology as being an extra resource for you as the teacher and your students to have to learn more about the cell in a different form that is more hands on. Connecting Cell Command to the NETS standardsNETS  According to the NETS Standards, this game allows digital age learning experiences, as we are incorporating digital tools and resources such as computers and the internet, "to promote student learning as well as allowing students to pursue their individual curiosities and becoming active participants in setting their own educational goals, managing their own learning, and assessing their own progress" because through out this game, students can go at their own pace to complete each mission, and in order to complete a mission the students will have to understand the cellular function their mission requires them to learn. Cell Command

9. 1.Grouped students based on major/subject area 2.In groups, they showcased their game in a “poster” session style format using end computers with students circled around  Highlighted the strengths  Answered questions about the use of the game in the classroom  Connected to the standards 3.Playtested the games they learned about In Class Activities

10.  It met the net standard (#2) Design and Develop Digital Age Learning Experiences and Assessments by Incorporating extensive learning of cells and how they operate through the game cell command. Not only did the student learn more, but the student was able to grasp the concept better through the use of entertainment and interest. However, with the assessment part the teacher was able to see when a student would get it wrong because it flashed red (if the teacher walked around and observed the students). However the game did not keep track of the number of wrong answers. Peer Review of Cell Command

11. James Paul Gee 1.Identity 2.Interaction 3.Production 4.Risk taking 5.Customization 6.Agency 7.Well-ordered problems 8.Challenge and consolidation 9.Just-in-time and “on demand” 10.Situated meanings 11.Pleasantly frustrating 12.Systems thinking 13.Explore, Think Laterally, Rethink Goals 14.Smart tools and distributed knowledge 15.Cross functional teams 16.Distributed teams Good Video Games and Good Learning Image retrieved on 4/1/2013 from http://www.motivateplay.com/2012/04/problems- in-education/ Retrieved on 4/1/2013 from http://www.academiccolab.org/resources/documents/Good_Learning.pdf

12. 1.) This game incorporated Jim Gee's identity category by in the game you had to be able to identify the coding and match it correctly with the other coding. 2.) This game incorporated Jim Gee's Just in Time category by in the game you had to match the coding with ribisome. So it would go something like this: A----> (then on the other side you would have) C G U C C (and since they match you click on the left hand side and you get it right!) G C But you have to have the right timing (because the ones on the left move up) if you don't have the right timing, you get it wrong. (you have to hit the right side when the two codings are matched up together) 3.) However this game, did not incorporate system thinking. The game did not require much thinking or processing. (it used very little brain power). The game focused more on mentally being aware and observant but you didn't have to think much when playing the game. Peer Review of Cell Command (cont.) Gee’s framework:

14. Critique and needs

15. Quandary http://www.quandarygame.org/ http://www.quandarygame.org/

16. Quandary’s Layout

17. Teacher Resources

18. Quest Atlantis