Multi User Virtual Environment (MUVE)
Fog Stone Isle uses math concepts in a Multi User Virtual Environment. Students can work together to build a thriving village. In order to build and sustain the village students must complete math tasks. The Fog Stone Isle platform uses visuals that help students see and understand math concepts. For example, students must make equivalent fractions in order to build a well needed in the village. I have seen a lot of math visuals for fractions, but I must say Fog Stone Isle seems to break them down pictorially in a way I have not seen before. I believe this MUVE has the potential to be very effective however, I am concerned that the lag time in-between questions and the slow pace transitions will not hold students attention. Sever of the MUVE's I explored seemed to have dated looking graphics. I know this will improve with time but it may cause student to pre-judge the program. I am excited to try this with my 2nd and 3rd grade classes.
Fog Stone Isle uses math concepts in a Multi User Virtual Environment. Students can work together to build a thriving village. In order to build and sustain the village students must complete math tasks. The Fog Stone Isle platform uses visuals that help students see and understand math concepts. For example, students must make equivalent fractions in order to build a well needed in the village. I have seen a lot of math visuals for fractions, but I must say Fog Stone Isle seems to break them down pictorially in a way I have not seen before. I believe this MUVE has the potential to be very effective however, I am concerned that the lag time in-between questions and the slow pace transitions will not hold students attention. Sever of the MUVE's I explored seemed to have dated looking graphics. I know this will improve with time but it may cause student to pre-judge the program. I am excited to try this with my 2nd and 3rd grade classes.
Virtual Environment Tools
I want to be a kid in school as a digital native where learning is brought to life. Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality have expanded the limits of learning. Google Expeditions AR (Google, 2017) shows students watching a volcano erupt and being able to see what a tornado looks like. They can even get an aerial view as if they flying above the tornado and look into the eye of the storm. Virtual tools allow students to use technology along with hands on experiences in a real-world environment, such as EcoMobil. In an EcoMobile YouTube video one student was so enthusiastic about learning she said “this is awesome,” “it’s much better than using a text book because you’re in it. You can see everything instead of just reading, and the questions are related to what you can physically do instead of just your knowledge.” (Chris Dede, 2015). According to Dede (2015, p.1) “authentic, immersive simulations achieve greater outcomes including critical thinking, reasoning and responsibility.” This type of visual or hands on learning allows students to apply their knowledge and learn through the real-world experience.
Virtual environment tools support the 4 c’s in a variety of ways. For example watching the EcoMobile demo students were communicating their thoughts and interpretations of the information they were gathering at the pond. Collaboration can also be seen. My favorite is listening to students collaborate assist each other on how to use devices or programs. Virtual tools have the ability to support students with diverse learning needs. “The use of images helps make ideas more concrete for students” (Pilgrim & Pilgrim, 2016). These tools allow teachers to differentiate instruction and cater to students preferred learning styles. Visual learning and real-world connections reinforce retention of knowledge and skills in ways traditional learning do not.
The Digital Divide
“Technology has the potential to influence the quality of instruction in creative ways that challenge the young minds of our children” (Dieckmann & Villarreal, 2001). At Brumby the digital divide has little to do with the number of devices available. That may be surprising to some since Brumby is a Title I school. Most would assume that due to our Title I status, Brumby would have few technology resources. This could not be further from the truth. Our technology coach and other stakeholders work diligently to acquire technology resources for our school. So why with almost one-to-one technology resources and leadership that allows autonomy and instructional freedom do we see a digital divide at Brumby? There are sever reasons.
First, there are many teachers at Brumby who are not comfortable using technology themselves so they will not even consider using technology with their students. These same teachers and potentially others are not aware of the benefits technology brings into the classroom. When used properly technology can elevate teaching and learning for our digital natives.
A second factor in the digital divide at Brumby is the fear of students not meeting state standards. With a high number of Brumby students preforming below grade level, teachers rely on technology for drill and practice activities. Dieckmann & Villarreal (2001, p.5) stated “students who under-perform on conventional measures of achievement, largely minority students, have been given remedial instruction consisting of rote memory skills and lifeless curriculum.” In this digital age there are opportunities to engage students in real-world experiences that demand higher-order thinking and foster the 4 c’s.
Finally, even though there is almost one-to-one technology at Brumby, some devices are out of date. Other are spread out around the school and it can be difficult to acquire a cart. Teachers that are tech savvy, hold carts out for weeks at a time. Thus, when other teachers want to use technology they become frustrated and decide it’s not worth the effort.
Strategies to provide equitable access have been put in place. To address teachers lacking technology skill and knowledge, Brumby staff members are participating in Microsoft Innovative Educator (MIE). Brumby also has many staff members participating in graduate courses and providing staff development, mentoring and needs assessments. To address the technology cart availability, an online check out system has been made available. Teachers can schedule cart check outs for a day or a week and access the checkout calendar to make future plans. I would like to see have a staff discussion regarding equitable access and see if we can devise a plan for equitable technology access at our school.
References
Chris Dede, T. G. (2015, February 27). EcoMOBILE Demo. Harvard Graduate School of Education. Retrieved from https://www.youtube.com/watch?v=53fcMT6OsaE
Dede, C. (2015). 21st century students crave deeper learning. Retrieved from EdTech: https://edtechmagazine.com/k12/article/2015/06/21st-century-students-crave-deeper-learning
Dieckmann, M., & Villarreal, A. (2001). Enriching Your Classroom Through Equitable Technology Integration. Retrieved from IDRA Newsletter: https://www.idra.org/resource-center/enriching-your-classroom-through-equitable-technology-integration/
Google. (2017, May 17). Expeditions AR-Bringing the World into the Classroom. . YouTube. Retrieved from https://www.youtube.com/watch?v=-DYqlaMWTVg&t=6s
Pilgrim, J. M., & Pilgrim, J. (2016). The use of virtual reality tools in the reading-language arts classroom. Texas Journal of Literacy Education, 4(2), 90-97. Retrieved from https://files.eric.ed.gov/fulltext/EJ1121641.pdf
I want to be a kid in school as a digital native where learning is brought to life. Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality have expanded the limits of learning. Google Expeditions AR (Google, 2017) shows students watching a volcano erupt and being able to see what a tornado looks like. They can even get an aerial view as if they flying above the tornado and look into the eye of the storm. Virtual tools allow students to use technology along with hands on experiences in a real-world environment, such as EcoMobil. In an EcoMobile YouTube video one student was so enthusiastic about learning she said “this is awesome,” “it’s much better than using a text book because you’re in it. You can see everything instead of just reading, and the questions are related to what you can physically do instead of just your knowledge.” (Chris Dede, 2015). According to Dede (2015, p.1) “authentic, immersive simulations achieve greater outcomes including critical thinking, reasoning and responsibility.” This type of visual or hands on learning allows students to apply their knowledge and learn through the real-world experience.
Virtual environment tools support the 4 c’s in a variety of ways. For example watching the EcoMobile demo students were communicating their thoughts and interpretations of the information they were gathering at the pond. Collaboration can also be seen. My favorite is listening to students collaborate assist each other on how to use devices or programs. Virtual tools have the ability to support students with diverse learning needs. “The use of images helps make ideas more concrete for students” (Pilgrim & Pilgrim, 2016). These tools allow teachers to differentiate instruction and cater to students preferred learning styles. Visual learning and real-world connections reinforce retention of knowledge and skills in ways traditional learning do not.
The Digital Divide
“Technology has the potential to influence the quality of instruction in creative ways that challenge the young minds of our children” (Dieckmann & Villarreal, 2001). At Brumby the digital divide has little to do with the number of devices available. That may be surprising to some since Brumby is a Title I school. Most would assume that due to our Title I status, Brumby would have few technology resources. This could not be further from the truth. Our technology coach and other stakeholders work diligently to acquire technology resources for our school. So why with almost one-to-one technology resources and leadership that allows autonomy and instructional freedom do we see a digital divide at Brumby? There are sever reasons.
First, there are many teachers at Brumby who are not comfortable using technology themselves so they will not even consider using technology with their students. These same teachers and potentially others are not aware of the benefits technology brings into the classroom. When used properly technology can elevate teaching and learning for our digital natives.
A second factor in the digital divide at Brumby is the fear of students not meeting state standards. With a high number of Brumby students preforming below grade level, teachers rely on technology for drill and practice activities. Dieckmann & Villarreal (2001, p.5) stated “students who under-perform on conventional measures of achievement, largely minority students, have been given remedial instruction consisting of rote memory skills and lifeless curriculum.” In this digital age there are opportunities to engage students in real-world experiences that demand higher-order thinking and foster the 4 c’s.
Finally, even though there is almost one-to-one technology at Brumby, some devices are out of date. Other are spread out around the school and it can be difficult to acquire a cart. Teachers that are tech savvy, hold carts out for weeks at a time. Thus, when other teachers want to use technology they become frustrated and decide it’s not worth the effort.
Strategies to provide equitable access have been put in place. To address teachers lacking technology skill and knowledge, Brumby staff members are participating in Microsoft Innovative Educator (MIE). Brumby also has many staff members participating in graduate courses and providing staff development, mentoring and needs assessments. To address the technology cart availability, an online check out system has been made available. Teachers can schedule cart check outs for a day or a week and access the checkout calendar to make future plans. I would like to see have a staff discussion regarding equitable access and see if we can devise a plan for equitable technology access at our school.
References
Chris Dede, T. G. (2015, February 27). EcoMOBILE Demo. Harvard Graduate School of Education. Retrieved from https://www.youtube.com/watch?v=53fcMT6OsaE
Dede, C. (2015). 21st century students crave deeper learning. Retrieved from EdTech: https://edtechmagazine.com/k12/article/2015/06/21st-century-students-crave-deeper-learning
Dieckmann, M., & Villarreal, A. (2001). Enriching Your Classroom Through Equitable Technology Integration. Retrieved from IDRA Newsletter: https://www.idra.org/resource-center/enriching-your-classroom-through-equitable-technology-integration/
Google. (2017, May 17). Expeditions AR-Bringing the World into the Classroom. . YouTube. Retrieved from https://www.youtube.com/watch?v=-DYqlaMWTVg&t=6s
Pilgrim, J. M., & Pilgrim, J. (2016). The use of virtual reality tools in the reading-language arts classroom. Texas Journal of Literacy Education, 4(2), 90-97. Retrieved from https://files.eric.ed.gov/fulltext/EJ1121641.pdf