Analysis 2

In today's digital age, video games have become a social norm for most children growing up with nearly every house hold owning a computer. The rising issue of children becoming lazy and sitting in front of the computer or television has called for action. Therefore it is clear why researchers, parents and teachers have started to show a interest in using video games as a method of teaching and development instead if just a leisure activity.

The educational potential for video games was not seriously researched until the mid 1990's. So far the dramatic results of implementing video games into school curriculum's is promising. "Games provide information when its needed, instead of all at once in the beginning" (Educational Video Games, 2010, p. 18-19). Educational Video Games teach in opposite to traditional teaching methods. For example, in science, the students are told what to do and then go and do it; the problem with this method is the students can easily forget the instructions given at the start of the lesson. Where as with Educational Video Games, the student must do activities and then as you need information, the program your using will tell you. A game where this technological teaching strategy is evident is "Do I have the right?". Players manage a virtual law firm. They about the constitutional amendments as they build a staff of lawyers with expertise in different areas. Then, they test that knowledge right away as clients walk through the virtual door (Educational Video Games, 2010, p. 18-19). Another positive aspect of educational video games is that they can teach us how to manage assessments better. Educational Video Games (2010) states that "Currently schools use standardized test to administered by an outside testing industry" (p.18). In games, however, "assessment and learning and tightly married. Games constantly assess player performance and provide feedback" (Educational Video Games, 2010, p.18-19). Integrated learning and assessment would also be much less expensive than a independent testing industry. Although Educational game software for computers and entertainment consoles are readily available; teachers are starting to also look at the use of hand held, especially made devices designed to improve learning. An example of such a device is the 'Teacher Mate'. This hand held device is designed to improve literacy skills in Kindergarten to 2nd grade students. The device is used by 40, 000 students in the United States and the results of its use in the classroom is promising. Ash, K. (2010) describes that reason for the success of the Teacher Mate is "They're so used to hand-held games as it is that they are able to just play the game without much assistance" (p.19). Another feature of the Teacher Mate is it is easy updated with the latest software throw a usb port. "All the teacher needs is a usb cable and a computer with a Internet connection" (Ash, K. (2010), p.19). Educational Video Games are now at least some part of most students education. However, it has not gone without opposition. For example, there is still some parents that are sceptical and still believe video games are a waste of time. "What you don't want is a kid to come home from school and the parent says, 'What did you do today?' and the kid replies, 'We just played games.'" (Gordon, S. (2010). p.35). Therefore, a students parents concern is validated. Gordon, S. (2010) also suggests that sending letters out to parents to inform them about the Educational games their children are playing and how they enhance education is a good first step. Providing related content on school websites and newsletters, such as links to downloadable games or updates on student progress can also help stop opposition.

The future of Educational Video Games in schools is very exciting and opens many new doors for educators and students. Although more testing and research is needed to perfect the use of the software and devices in curriculum's; it seems apparent that education in the future will become mainly based around technology instead of the more traditional methods of teaching.

Reference

Ash, K. (2010). Targeting Elementary Readers. Education Week, 29(26), 18-19. Retrieved from Education Research Complete Database.

(2010). Educational Video Games. Science Teacher, 77(4), 18-19. Retrieved from Educational Research Complete Database.

Gordon, S. (2010). Whats your Game Plan?. T H E Journal, 37(5), 33-38. Retrieved from Education Research Complete Database.

Educational Gaming 5: Software

http://www.myfamilysoftware.com/

This site sells educational video games for children of all ages. The site allows shoppers to refine their search for the games they want. They can shop for games that are suited for a certain age, publisher of the game and the subject that the game is designed for.
The prices of the games are very affordable and the site even has free downloadable games so the customer can try before they buy.
There is also very helpful links that will help parents with their childrens learning difficulties; such as..

• Teaching reading strategies
• Parenting Solutions- Promoting reading over video games
• Warnings about social networking

Educational Gaming 4: Teacher Mates

A game boy like device called a 'Teacher Mate' is now being used by over 40,000 students in 15 states in America. The device targets students in the years between Kindergarten to Year 2 to improve their literacy skills. Ash, K. (2010) states that this age is the 'sweet spot' of literacy and you must catch them at such a young age to make them successful.
The effectiveness of the device is promising, although more research is needed. Ash, K. (2010) found in a review of the device that in 176 first grade classrooms in the 409,000 student Chicago school district, the students who used the device performed higher on their end of year reading tests in three categories than those who did not have the device.
One reason for the Teacher Mates success is its simplicity. The game boy like device fits easily into the students hand and is controlled by eight buttons. It also has a speaker that both plays back sounds and allows the students to record their own audio, and a usb port so they can be easily updated with the newest software and can sync with the teachers computer.
More information about the Teacher Mate can be found on this website.. http://www.innovationsforlearning.org/about_teachermate.php

Reference
Ash, K. (2010). Targeting Elementary Readers. Education Week, 29(26), 18-19. Retrieved from Education Research Complete Database

Educational Gaming 3: Slide Show

Video Games In Education

This slide show looks at how educational video games can influence the education system and learning process.
The contents of the slide show is

• Intergrating video games with education- Which argues that because children today grow up with technology, we should adapt to their changing learning style.

• Draw backs to video games- Some draw back include price of computers and software.

• Video games and the power of reading- Video games offer traditional and new forms of literacy.

• Targential Learning- People that play the video games, that are in some way historically true, may be insired to research and learn more about history or religion

Educational Gaming 2: Games

http://www.arcademicskillbuilders.com/

This website contains free, online single player and multiplayer educational video games suitable for students between Kindergarden and Year 6.
The games are split into catergories which allows the student to concentrate on one subject that they may be stuggling with.

The Catergories are...

• Add and Subtract

• Mutliply and Divide

• Integers

• Fractions and Ratios

• Language Arts

• Geography

After trying some of the games, it became clear to me that educational video games are a extremly positive way to help students better understand their work. They are engaging, fun and reward and at the same time challenging.

Educational Gaming 1: Educational Games

Video games have now been around for nearly 40 years and have, in one sense, 'grown up'. Parents, teachers and researchers are now starting to pay more attention to video games and the great educational benifits they could have on children. (Educational Video Games, 2010, p. 18-19), describes the video game environment as "situated learning" because the player is situated in a actual problem-solving space.
Educational video games provide information as you need it, unlike other teaching styles where a student is givin all the information all at once at the beginning. "We tend to teach science, for example, by telling you a lot of stuff and then letting you do science" (Educational Video Games, 2010, p.18). Games on the other hand, teach the anither way, "They have to do stuff, and then as you need to know information, they tell it to you". (Educational Video Games, 2010. p.18).

Reference
(2010). Educational Video Games. Science Teacher, 77(4), 18-19. Retrieved from Education Research Complete Database

Analysis 1

Cyberbullying over the last decade has become a extremely problematic issue for school aged children. The negative effects it has on a individuals schooling, relationships and their emotional and psychological health can be long term; and in some cases, the impact continues into early adulthood. There are also implications for the bullies themselves, (Price, M. & Dalgleish, J. 2010) found that they “exhibit higher levels of antisocial, violent and/or criminal behaviour in adulthood“ (p.51).

Cyberbullying is defined as “being cruel to others by sending or posting harmful material or engaging in other forms of social aggression using the internet or other digital technologies” (Siegle, D. (2010) p.150). From this definition it is made obvious just how dangerous this form of bullying is on youth people. Taking into consideration how easy it is for a person to get access to the internet or a mobile phone and the high number of school aged youth using online social networks.
A research report done in 2006 by the national crime prevention council found that 43 percent out of 842 middle and high school students reported to have been victims of cyber bullying over the past 12 months. Furthermore, 81 percent believed that fellow peers engaged in cyber bullying as a means of “joking around“ (Poland, S. (2010) p.55). These results establish that school aged youths that would not bully in the traditional physical ways will start to engage in such behaviour. (Poland, S. 2010) also points out that bullies no longer have to be big, strong and popular, all they need is access to the internet or a mobile phone and a desire to cause harm.
Cyberbully victims social, mental, emotional and physical health are all effected by cyber bullying which often goes on to reflect in their academic ability. School systems typically adopt a zero tolerance regarding school violence; however, schools have not consistently applied this to out of school behaviour. (Poland, S. 2010) states that “what transpires in the virtual world greatly affects school climate; therefore, there exists a need to broaden the scope of school violence to include student interaction on social networking sites as well as with mobile phone messaging”(p.55). However, Court cases have concluded that school officials are within their legal rights to intervene when off campus cyber bullying substantially disrupts the educational environment (Willard, N. 2007).
The next challenge that Parents and school communities face is the alarming number of cyber bully victims that do not tell a adult about their abuse. One American study (Juvonen, J. & Gross, E. 2008) found as many as 90 percent of victims claimed to have not told an adult. This is due to the victims fear of humiliation and embarrassment; not being believed; having their concerns trivialised; and/or having their access to technology restricted (Price, M. & Dalgleish, J. 2010). Therefore, a young person is more likely to disclose their bullying concerns and seek support from a peer rather than a parent or another adult.
One benefit for cyber bullying victims using cyberspace is that it can provide a wide range of coping tools that are not available offline. For example, victims can attempt to avoid receiving messages from suspected bullies by blocking their screen names from their computer, restricting buddy lists or changing their own avatar (Price, M. & Dalgleish, J. 2010).


In conclusion, Cyberbullying has become a serious issue for young school aged people all over the world. It causes its victims to be negatively effected in numerous ways and much more research needs to be done to help protect social network users and mobile phone owners. It is critical to start effectively addressing cyber bullying victims by both increasing the help-seeking behaviour of the victims and improving the efficacy of those they seek support off. Also it is important to remember that it is not the technology that creates the problem, but the misuse of it.



Reference

Price, M. & Dalgleish, J. (2010). Cyberbullying, Experiences, Impacts and Coping Strategies as Described by Australian young people. Youth Studies Australia, 29(2), 51-55. Retrieved from Academic Search Premier Database.

Siegle, D. (2010). Cyberbullying and Sexting: Technology Abuses of the 21st Century. Gifted Child Today, 33.(2). p14. Retrieved from Academic Search Premier

Poland, S. (2010). Cyberbullying Continues to Challenge Educators. District Administration, 46(5), 55. Retrieved from Academic Search Premier Database.

Willard, N. (2007). Educator's guide to Cyberbullying and Cyberthreats. Retrieved from http://www.cyberbully.org/cyberbully/docs/cbcteducator.pdf

Juvonen, J. & Gross, E. (2008). Extending the school grounds? Bullying experiences in cyberspace. The Journal of School Health, 78(9), p.496