More PowerPoint Game Work!

It's the halfway mark and you've completed 4 assignments/projects for the course. Now is a good time to back up your files (I suggest backing up at least once a week). If you are unsure how to do this -- let me know and I'll show you how.

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Congratulations to Meagan Goodwin and Brittani McCormick for winning the very stylish Inspiration t-shirts for their exemplary Inspiration / Kidspiration projects!

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As you continue work on your PowerPoint games -- it is important to focus on the instructional value of your game -- and value is added through good questions. Bloom's Taxonomy is an easy way to learn more about various levels of questioning. The class handout will show you the levels. Test your knowledge of Bloom's with this online quiz.

Even young children can use Bloom's Taxonomy to improve their work. Here's a video of a class of children who use it to design literature units. Learn even more about this project here.

Using the handouts on Bloom's Taxonomy and question development, work with a partner to take your 3 sample questions "up a level" on Bloom's Taxonomy. Use these improved questions as a model for all 25 questions to be included in your game. Don't forget that you can checkout textbooks from the Curriculum Materials Center in rm 207 for more ideas for questions (just make sure you're not plagiarizing!)

Continue working on your game outside of class (it is due Tuesday, October 25)-- you have a handout on scanning in gameboards if you choose to draw yours by hand. Many students will choose to use the drawing tools in PowerPoint to create their boards. As you work -- review student samples and the PowerPoint Games Project Rubric to ensure that you are meeting the expectations of the assignment.

For Tuesday:
1. All text-based slides should be completed (i.e. story, game directions, etc.)
2. 3/4 of your question slides should be completed
3. If you are drawing a board by hand - it should be ready to be scanned.
4. Have someone "play" your game - to double-check your game directions.

Tuesday's class is an optional / attendance make-up day. If you need help with or time to work on your game you should attend class. If you have missed 2 days of class or more - you should attend class.

Please remember that class will not meet on Thursday, October 20 - the lab will be open from 9:30-3:15 for project work.

PowerPoint Games

For more information about EDIT 5500 (offered next semester) and the undergraduate certificate in instructional technology - go to this link.

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By now you should have a story idea and you should have selected the standards you'll be addressing with your game. Make sure that you are not creating a game that will review multiple standards. Your game should be designed to introduce content or to provide practice for student understanding. If your game is designed around basic factual recall -- think of another game!

After sharing our story and game ideas, we'll review the project assignment and begin working on the template. Most of the technical skill you need was acquired when we created seating charts during the Productivity Tools Assignment. Using the drawing toolbar in PowerPoint will allow you to customize your game template.

Action buttons are easier than they seem. Being slow and methodical makes it easier to create action buttons that direct the user to the correct feedback.

Here are some links that will review what we learned in class today:
Creating feedback slides
Creating question slides
Creating the headquarters to access your question slides

There are two parts of your game that ensure students will want to use it for learning: the story and the level of questions. You want to make sure that you have an engaging story - and you also want to make sure that your game is the right level of challenge. Factual level questions are too easy (and boring) regardless of the grade level you are targeting. We'll spend time in class on Thursday working on your game design and learning how to write good questions.

For Thursday's class:
1. Begin customizing the game template
2. Write your game directions
3. Finish the basic slides: objectives, game pieces, copyright notice, credits, etc.
4. Write 3 questions to use in your game (on scratch paper) and bring to class.

EDIT Certificate Information

The Interdisciplinary Certificate Program is designed for pre-service teachers to encourage:
(1) practical and developmental knowledge of technology within a
(2) framework of service to the community by working with practicing teachers solving pedagogical problems and a
(3) global, multinational and multicultural perspective of technology integration

The certificate is comprised of four core courses and one elective:

Core Course 1: EDIT 2000 – Introduction to Computers for Teachers – 3 credits
This course will explore technology and its educational applications for preservice teachers, with an emphasis on integrating computer tools into classroom instruction. Students will focus on computer-based educational applications in the areas of instruction, text, and data processing, multimedia, and telecommunications.

Core Course 2: EDIT 4150 – Introduction to Computer-Based Education – 3 credits
The computer, modern technology, and its educational applications. Computer-based education in the areas of instruction, technology integration, multimedia, and new designs for teaching and learning. Philosophical perspectives on the role of modern technology in education.

Core Course 3: EDIT 4160 – Design and Development Tools – 3 credits
Students will learn a variety of tools appropriate for computer-based development. These include graphics, media, and software development tools. Students will be required to write a contract for the specific tools and curriculum materials they choose to learn. Students will work independently learning computer-based tools. In addition, scheduled class time will allow students to self select workshops, collaboration with peers, and assistance opportunities with instructors. This class will employ a mixture of structured learning and independent learning experiences at the discretion of the student. Ultimate performance in the class will be evaluated using a complex rubric that focuses on the major application project that students construct independently.

Core Course 4: EDIT 5500 – Technology-Enhanced Learning Environments – 3 credits
Students will analyze issues in technology integration in the K-12 environment. Specifically, students will perform needs analyses, design and develop curriculum materials and lesson plans based on these needs, and learn to evaluate their own work as well as provide peer feedback to others. This course will require students to perform field-work in partnership with public/educational institutions, non- profit organizations, or any other appropriate agency to apply the concepts learned in this course, following a service-learning format. This partnership will develop technology solutions to challenges in adapting to diversity, learning styles, bridging the digital divide, and other relevant issues. Inherent in this course is the intent to develop lasting solutions and strategies that will have immediate as well as long term pedagogical impacts on teaching practice.

Elective options (student will select one elective course):

Elective Course 1: EDIT 4600 – Multicultural Perspectives on Technology – 3 credits
Investigation of the policies, motivations, and beliefs surrounding the use of technology in educational systems around the globe. Students will learn to recognize, analyze, and benefit from different perspectives on the use and meaning of technology in educational contexts.

Elective Course 2: EDIT 4170 – Instructional Design – 3 credits
Systematic procedures for designing, developing, evaluating, and revising instruction to meet identified goals and objectives.

COURSE ROTATION (all classes open to education majors only):

Spring 2006:
EDIT 2000 – 10 sections offered
EDIT 4150 – student teachers only
EDIT 4170 – cross-listed with 6170 – evening course
EDIT 5500 – T/Th 12:30-1:45

Summer 2006:
EDIT 2000 – 4 sections offered
EDIT 4170 – cross-listed with 6170 – online

Fall 2006:
EDIT 2000 – 10 sections offered
EDIT 4150 – student teachers only
EDIT 4160 – T/Th 12:30-1:45
EDIT 4170 – cross-listed with 6170 – evening course

Spring 2007:
EDIT 2000 – 10 sections offered
EDIT 4150 – student teachers only
EDIT 4170 – cross-listed with 6170 – evening course
EDIT 4600 – cross-listed with 6600 – online
EDIT 5500 – T/Th (time undetermined)