Category: Assignment 1 – Blog Posts

In this week’s reading, we take a look at how we can integrate technology into an educational institution. Furthermore, in my blog today I will be diving into the differences between SAMR, SECTIONS, and TPACK.

I will be starting us off with SAMR which stands for substitution, augmentation, modification and redefinition. The SAMR model is a tool that teachers or instructors to evaluate how they are integrating technology into their instructional system or classroom. Either through substitution, augmentation, modification or redefinition. In this model, you have a threshold where you move from using technology to enhance learning or using it to transform learning.

The next model that we will be looking into is the SECTIONS model which stands for students, ease of use, costs, teaching functions, interaction, organizational issues, networking, and security & privacy. The SECTIONS model it looks at what medium is used to help support teaching either by: text, graphic, audio, video, computing, social media, and face to face. In addition, SECTIONS model is like a rubic to help guide teachers or instructors in selecting a technology to help in intergrating or delivering an improved experience for learning.

Finally, the TPACK model The technological pedagogical content knowledge (TPACK) model is a system to one more model utilized to comprehend and depict the sorts of information required for viable educational practice in innovation improved learning conditions.

The social participation of students with special educational needs (SEN) is a central point of contention in the considerable debate. On the other hand, the importance of ideas like the social mix, social consideration and social cooperation utilized.

This week’s reader and video dive into the issues that we currently have with inclusive education. This concept went into more detail in regards to all the educational and sport system. In Moore’s video, it explains that not only do teachers ought to have the possibility of consideration among the students with disabilities (also known as special needs) but also the possibility of diversity among students’ minds. The ongoing importance of these ideas for optional school tests and potential contrasts with preschool and grade school. A receptive outlook towards the course of educating and learning as well as the consciousness of accomplishing an objective of education are both required while planning the enlightening strategies. The three ideas can be utilized as equivalents and incorporate similar key topics: connections, cooperation, the impression of the student with SEN and acknowledgment by schoolmates.

In addition, McTighe and Wiggins found that conventional arranging strategies prompted classroom exercises that had no drawn-out hidden reason and on second thought our objective ought to be to assist understudies with utilizing information definitively. Center rather around working with understanding, not realizing realities to review them is shallow discovering that can be immediately neglected. Having the option to interface realities and make importance implies further learning is conceivable and closeness to genuine comprehension.

This week we shall be diving into some common misconceptions about both Game-Based Learning (GBL) and Gamification. In other to do that we need to know what they are first. In game-based learning, the game is the growth opportunity, though in gamification, the game parts are added to the conventional guidance strategy. Gamification in education refers to the presentation of game plan components and gameful encounters in the plan of educational experiences.

Gamification Misconception:

• Gamification and games are the same thing
• Gamification is not suited to a mature age audience
• Gamification is simply structured competition
• Gamification is just a fad

Game-Based Learning Misconception:

• Games are full of mindless violence
• Playing games is repetitive and boring
• Gaming is a solitary activity
• Gaming does not require much ‘thinking’

Eventhough Game-Based Learning (GBL) do have some misconception about them, we still know that they have some benefits. After reading the articil provide in this weeks reading, I realized that there are a lot of benefits in having GBL in a learning institute. For example, it is motivative, it is Inclusive, it is student-centred, it inspires critical thinking and decision taking, and finally it inspires creativity. In addition, watching one of the videos elaborates on the benfits of gamification. For example, Gamification helps increase participation, forster social and emotional learning, and motivates students to take risks.

Refrences:

Gurr, T., (@ELTSandbox), D. D., Baxter, L., Lisboa, M., Butler, M., Sandbox), D. D. (E. L. T., & Price, F. (2020, January 31). Game-based learning 1.1: Myths & mistakes. LearnJam. Retrieved May 23, 2022, from https://learnjam.com/game-based-learning-1-1/ 

Shannon, J. (n.d.). 7 common myths about gamification. Make a Video Game in Minutes Not Months. Retrieved May 23, 2022, from https://www.gamify.com/gamification-blog/10-common-misconceptions-about-gamification 

Written by Iacopo Falciani Teacher Trainer in Valencia, Falciani, W. by I., & Valencia, T. T. in. (2022, April 26). Game-based learning > what is, GBL vs gamification, types, benefits. Europass Teacher Academy. Retrieved May 23, 2022, from https://www.teacheracademy.eu/blog/game-based-learning/ 

(2021). YouTube. Retrieved May 23, 2022, from https://youtu.be/hVJaz9CM1ok. 

This week I made my first blog post for EDCI337! In this week of class, we’ve for the most part gotten things done for arrangement, for example, making my site/blog, joining MatterMost, as well as making our LearningPod gatherings. With the expansion to WordPress, pursuing outsider applications, for example, MatterMost and LearningPod, gave me an understanding of the various kinds of devices and necessary conditions to convey an effective sight and sound intuitive growth opportunity. I didn’t track down this site/blog excessively challenging to arrange as I am expected to involve in this stage for one more class of mine: EDCI335. Likewise, I observed that the EDCI 337 class page was not difficult to get to and follow, permitting it to be more pertinent as it isn’t BrightSpace utilized, however a similar web-based device (OpenETC/WordPress) is expected for the class, making it significantly more intuitive. For this class, I am anticipating having the option to meet with my Learning Pod and having the option to find Multimedia and Interactive Learning through instructing/training inside a completely nonconcurrent course. I think this advantages us as understudies since we can deal with our own times while fostering our cooperation and communicate