EDLD+5364+-+Teaching+With+Technology+Week+Five

Two of the videos that were required viewings this week were actually solidifying information that we have heard almost a year ago in our Concepts of Educational Technology course. "Thinking skill enhanced by repeated exposure to computer games and other digital media include reading visual images as representations of three-dimensional space, multidimensional visual-spatial skills, mental maps, "mental paper folding", "inductive discovery", "attention deployment, and responding faster to expected and unexpected stimuli." (Greenfield, 1984)
 * __WEEK 5 __**

James Paul Gee re-enforced this quote by adding that when students play video games, they essentially are "working collaboratively to solve problems. Students are assessing situations and making judgments based on those assessments." (Gee, 2009) When students play video games dealing with chemistry, "the knowledge is produced and not just learned." (Gee, 2009) Students can gain real life observations of chemical and physical reactions, then go back to the textbook and have recall of the equation on paper.

We know that repetition causes our brain to reorganize and have recall. Students learn by doing not by listening and regurgitating. By allowing students to take these reps either individually or collaboratively, we allow students the repetition necessary for learning to take place in a learner centered environment.

Patricia Marks Greenfield, //Mind and Media //, //The Effects of Television, Video Games and Computers //, Harvard University Press, 1984. Prensky ,M. (2001). Digital natives, digital immigrants: Part 2. //On the Horizon, // 9(6),1-9.  //** Big Thinkers: James Paul Gee on Grading With Games **//**, Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved on Oct. 5, 2009 from [] **