Reflection on the Online Educational Game Assignment

The internet provides us with tons of resources in which we can obtain information, as well as have a means to entertain ourselves for when we get bored. It has proven to be an invaluable learning tool for those who know how to use it correctly and efficiently. Teachers, employed and aspiring, could use the internet to their advantage by using those resources for their students. Many resources are available for students to use including research articles, search engines, and educational and recreational online games. Schools and universities are beginning to use the internet as part of their course curriculum, just like how we have a special course in technology. According to an article about the internet as a learning tool in universities, "using [the] Web in teaching and research makes it available for the students who prefer or require to learn outside the classroom to study at their convenient time and place" (Kamba, 2007).

This class of course is one that incorporates the internet as a tool for learning. One assignment for our group was to create a rubric for our online educational game. The task that presented the most challenge for us in creating our rubric was probably deciding on what criteria, or categories, we would use to evaluate the game our group would choose. We already had the idea of using a scale system for grading which would incorporate a scale of 1-3; 3 being excellent, 2 being satisfactory, and 1 indicating a need for improvement. Total points was also based on a scale in which games that received a total of 15-18 points were highly recommended, games with a score of 10-14 provided some elements that could enhance learning, and games with a score of 6-9 were not recommended. We came into an agreement almost instantly when determining how the game will be scored, but coming up with the categories took some time for us. Eventually, we agreed upon six categories, with the help of examples of existing rubrics that were created for a similar purpose.

 As an aspiring secondary science teacher, I am unsure of how my students could make use of this game or if it would be of any interest to them. Considering that the range of grade levels I would be teaching is from 6th-12th grade, there is a great chance that would have had enough practice with their multiplication and would have already acquired some degree of practice and mastery. Should individual students prove otherwise, I would then recommend the game as a favorite activity to pass time, thereby allowing students to see it as an activity rather than something they need to practice.

I feel that the requirements for both the rubric assignment and the presentation for our game was not too difficult to manage. The time allotted to complete both assignments was sufficient for our group to work together. If I were to use an activity or assignment with similar goals to those of this assignment, I feel that I would not change too much of any of the provisions. Of course, I would consider the time available for my students to meet and if it would be possible for them to meet outside of class time. Probably the biggest difference would be that students would have to use class time to work on this assignment since it might not be possible for groups to work outside of class.

If I feel that students might not be able to meet outside of the class, there could still be the option of them working on it together even outside of the classroom and at home. For example, Wiggio provided a means for communication within our group members. We were able to set up reminders using Wiggio of times we would meet up to create our rubric and to put our presentation together. Along with Wiggio, we also used Google Docs to share our ideas for the rubric and to edit it for when we were not together as a group. I could simply introduce a few websites that offer sharing features and that could prove to be helpful and efficient.

Overall, I enjoyed this assignment and the experiences with my group members and look forward to working with them more for the rest of the semester.

References:
Kamba, M. (2007). The internet as a tool for interactive learning,teaching, and research:nigerian experience.International Journal of Emerging Technologies in Learning, Retrieved from http://www.academia.edu/641182/THE_INTERNET_AS_A_TOOL_FOR_INTERACTIVE_LEARNING_TEACHING_AND_RESEARCH_NIGERIAN_EXPERIENCE