As a 21st Century leader in digital technology and an enthusiastic classroom teacher, my inquiry is to implement gamification into the classroom to see whether it will make a positive change to learning in the classroom with children becoming more motivated and engaged therefore enhancing achievement.
I have various audiences within this inquiry, starting with my students in the classroom. My particular focus are my identified children who are struggling with motivation and engagement and are a level behind where they should be in the curriculum. My wider audience base will hopefully be the teaching staff and whanau as I see gamification as an exciting online platform to increase motivation and engagement in the classroom.
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012) argue that 21st century learning needs to continually evolve as new ideas, beliefs and theories shape our akonga. As teachers, we have the responsibility to be a life long learner and to implement new pedagogies to benefit our akonga.
Children are very familiar with gamification and "gaming" in the global settings, therefore we need to be prepared to have some form of gamification operating in our classrooms to enhance the learning. Students require new and emerging skills, particularly critical thinking skills of the 21st century (Daggett, 2014).
Bolstad et al., 2012 argue that we need new partnerships and communities. With my inquiry of gamification, I can visualise that learning tasks could be developed within gamification and that children across different classrooms can all be operating in a 'quest' where they all have to problem solve, communicate effectively and cooperate to complete a quest ahead of other classes.
Daggett, B. (2014) points out "the world in which students will live and work is changing and advancing at an even faster rate than improvements in our schools." (pg.2). It is therefore vital for teachers and whanau need to keep up with latest trends and advancements that are taking place both nationally and globally. With my inquiry, educators and whanau need to realise that gamification is in fact a vital part of 21st century learning and needs to be incoroparated into daily learning practices and learning experiences.
As an early adopter (Robinson, L. (2009) of digital technology, I embrace new innovations that enhance learning and bring excitement for akonga. I realise that my wider community of colleagues that are resistant to change will find it difficult to introduce gamification into their classrooms. Daggett, (2014) argues the lack of training to implement new digital technologies is a challenge in schools. I agree with this statement and will have to work alongside my colleagues and also the senior leadership team in order to implement gamification in a wider context.
Teachers and digital curriculum leaders will need to have systems and support mechanisms in place to ensure that the digital curriculum will be implementing successfully with competent teachers incorporating learning experiences daily into their teaching programmes (Daggett, 2014.)
Gamification is a relativity new concept that is being developed within schools. I realise that there will be resistance and laggards that feel children are getting enough 'gaming' experiences at home and that some whanau will be arguing that it shouldn't be in a classroom context. My perspective is, if children are gaming online in their home context, why not embrace it at school where teachers can use gamification for motivation and engagement which in turn will enhance learning, engage students and incorporate many of the key competencies. It is up to teachers to provide stimulating lessons and education that will help learners be prepared for the future!
References:
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Daggett, B. (2014). Addressing current and future challenges in education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf
Robinson, L. (2009). A summary of Diffusion of Innovations. Changeology.
Retrieved from http://www.enablingchange.com.au/SummaryDiffusion
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012) argue that 21st century learning needs to continually evolve as new ideas, beliefs and theories shape our akonga. As teachers, we have the responsibility to be a life long learner and to implement new pedagogies to benefit our akonga.
Children are very familiar with gamification and "gaming" in the global settings, therefore we need to be prepared to have some form of gamification operating in our classrooms to enhance the learning. Students require new and emerging skills, particularly critical thinking skills of the 21st century (Daggett, 2014).
Bolstad et al., 2012 argue that we need new partnerships and communities. With my inquiry of gamification, I can visualise that learning tasks could be developed within gamification and that children across different classrooms can all be operating in a 'quest' where they all have to problem solve, communicate effectively and cooperate to complete a quest ahead of other classes.
Daggett, B. (2014) points out "the world in which students will live and work is changing and advancing at an even faster rate than improvements in our schools." (pg.2). It is therefore vital for teachers and whanau need to keep up with latest trends and advancements that are taking place both nationally and globally. With my inquiry, educators and whanau need to realise that gamification is in fact a vital part of 21st century learning and needs to be incoroparated into daily learning practices and learning experiences.
As an early adopter (Robinson, L. (2009) of digital technology, I embrace new innovations that enhance learning and bring excitement for akonga. I realise that my wider community of colleagues that are resistant to change will find it difficult to introduce gamification into their classrooms. Daggett, (2014) argues the lack of training to implement new digital technologies is a challenge in schools. I agree with this statement and will have to work alongside my colleagues and also the senior leadership team in order to implement gamification in a wider context.
Teachers and digital curriculum leaders will need to have systems and support mechanisms in place to ensure that the digital curriculum will be implementing successfully with competent teachers incorporating learning experiences daily into their teaching programmes (Daggett, 2014.)
Gamification is a relativity new concept that is being developed within schools. I realise that there will be resistance and laggards that feel children are getting enough 'gaming' experiences at home and that some whanau will be arguing that it shouldn't be in a classroom context. My perspective is, if children are gaming online in their home context, why not embrace it at school where teachers can use gamification for motivation and engagement which in turn will enhance learning, engage students and incorporate many of the key competencies. It is up to teachers to provide stimulating lessons and education that will help learners be prepared for the future!
References:
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Daggett, B. (2014). Addressing current and future challenges in education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf
Robinson, L. (2009). A summary of Diffusion of Innovations. Changeology.
Retrieved from http://www.enablingchange.com.au/SummaryDiffusion
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