Problems Associated With Educational Video Games Into Their K 12 Curriculum

Education has and always been all about learning through textbooks and in-person lectures from school rather than using technologies to teach. For example, most schools located in the rural areas are still using the traditional way of teaching to deliver the materials to the students. In fact, most of the public high schools in the urban are not even aware of the existence of high-end technologies out there like the virtual reality, 3-Dimensional simulators, or even touchscreen devices. Students are taught and trained to use their basic skills to figure out a solution to a problem. However, if technologies included video games were parts of the teaching process and “teacher will have students create games to teach other students,” then “students are immersed in an environment they are accustomed to,” and “this establishes a potentially new form of performance assessment” (Annetta). Indeed, with this combination between education and video games, teachers are more likely to have their students highly participate in their works rather than have their students trying to finish their assignments because they were forced to do them. For example, students in middle school are more likely to have their attention on video games about the outer space from NASA’s website: spaceplace.nasa.gov, or to have themselves directly experience the 4-dimensional simulation of the pilot system of an aircraft rather than read the materials straight out from books. Another example of how video

An electronic device in which a player would control the images on the screen is known as video games (WorldBookStudent). Video games are the basis to why some students do not do well to school. This is because these students would get the “video game addiction” in which the games “would take over the lives of a kid.” Is this a psychological disorder like the others stated within the DSM-IV? The answer for this is no (CRCHealthGroup). This addiction however is not a mental disorder, but instead many students may use video games as a stress reducer by releasing all their energy that they gain during the day on the video games. These students would only feel that a videogame is more interesting because it would have cool graphics and most games are multiplayer games which mean that they can play with their friends (VideoGameAddiction). This cause would lead to the effect of where students do badly in school because they would be too concentrated in the video games they play that they will have less time to do any homework which will lead them to not understanding the concept within what the lesson is about. From this adults can understand how students do not do well when they take tests and final exams. What can people do about this situation in this case? Since some students within school are addicted to video games, therefore the school system should provide a career pathway on how to create and program video games because it will allow these gaming students to participate

The rapid and constant pace of change in technology is creating both opportunities and challenges for schools. The opportunities include greater access to rich, multimedia content, the increasing use of online course taking to offer classes not otherwise available, the widespread availability of mobile computing devices that can access the Internet, the expanding role of social networking tools for learning and professional development, and the growing interest in the power of digital games for more personalized learning. At the same time, the pace of change creates significant challenges for schools. To begin with, schools are forever playing technological catch up as digital innovations emerge that require upgrading schools’ technological infrastructure and building new professional development programs. Some schools have been adept at keeping up with those changes, while many others are falling far behind, creating a digital divide based largely on the quality of educational technology, rather than just simple access to the Internet. The rapid evolution of educational technologies also makes it increasingly challenging to determine what works best. Longitudinal research that takes years to do risks being irrelevant by the time it is completed because of shifts in the technological landscape. The iPad, for instance, became popular in schools soon after it was released and well before any research could be conducted about its educational effectiveness.

Good and clear introduction “Research states that although there is a positive correlation between technology utilization and student achievement (Shapley, Sheehan, Maloney, & Caranikas-Walker, 2010)” and training opportunities in the use of technology have become increasingly available, educators still do not effectively incorporate technology into instruction (Chickasanda, Otrel-Cass, Williams, & Jones, 2013; Li & Choi, 2014). According to studies conducted by Petko (2012) and Mama and Hennessy (2013), teachers’ personal values and beliefs play a part in effective technology integration. The statement “Teachers are the stakeholders primarily responsible for the integration of technology into the curriculum…” addressed the relationship

In the modern era, technology has surpassed the public schools in America in importance. For example, in the United States 42% percent of Americans play video games three or more times a week. Video games have become more popular with the increased buyers of smart phones and new TV’s like the smart TV. Children as young as five or six years old get smart phones, in which they play games on at a very young age. Even though these young kids are getting these devices, 40% percent of students lack basic reading skills, and compared to other countries their academic performance is dismal. This is due to schools teaching children how to memorize, not to think for themselves.” (Gee, 2015, p.566). School teaches kids to interact with others, study with responsibility, and to work hard for things.

Apple 's iPad was a revolutionary device. It could be said that it kicked off the increased demand in the tablet industry through its small, attractive design and its intuitive interface. It is a multipurpose device, and there have been studies to assess its use as an educational tool. Gary Falloon conducted an intensive study titled, “What 's the difference? Learning collaboratively using iPads in conventional classrooms.” In this study, he demonstrates how iPads, or similar devices for that matter, can be a valuable aid in the classroom.

Technology innovation usually changes the world in certain aspects that affects human life, especially when it comes to childhood development. There are strong arguments on both sides regarding about how video games affects child development. Yet, it´s common knowledge that everything that is overused, like play games for more than certain amount of hours, is not good for your health, even drinking too much water can be harmful. On one hand we have scientists claiming that video games are the future of education but on the other hand, some games have aggressive exposure that might reflect in child comportment.

Students, educators, and institutions around the world are using iPad to inspire creativity and hands-on learning that makes learning more powerful. Since Apple launched iPad in 2010, millions have made their way into education. They continue to show significant promise in teaching and learning, often with impressive results(Apple,2014). The utilization of iPads has energized more noteworthy sharing of assets among educators. All correspondence with parents is presently done by email. Functioning as a gathering in class is significantly less demanding as youngsters can share reports. Students who beforehand did not approach the web at home are given an indistinguishable open doors from their companions.

Technology is constantly advancing at a nearly exponential rate. A person’s date of birth often determines the way he uses technology. This current generation can now access the internet through wireless tablets and phones. Entertainment can be streamed, live or recorded, to almost any computer, cell phone, tablet, or television in someone’s home. Communication through email, texting, or mobile phones have made contact with anyone around the world easier than ever before. All of these technological advances were not available years ago. The technology in one’s home not too long ago consisted of merely a radio used for news, weather, and entertainment. There is a growing gap in the way generations use technology. While older Baby Boomers (ages 57-65) and the Millennials (ages 18-34) use technology differently when it comes to video games and personal computers, both generations are similar in their use of cell phones.

iPads in the classroom has spread across the country like wild fire. “More than 20 Chicago schools will test iPads in the classroom this year, thanks to a mini-grant offered by CPS. Two hundred schools applied for the grants, valued at more than $20,000. Each grant includes 32 iPads, 1 MacBook Pro for syncing purposes, $200 in iTunes credit for applications and a storage cart for the hardware.”(Mulholland, 2010). In addition to CPS, kindergartens in Scottsdale,

Video Games could be used in the classroom for a wide variety of different subjects, ranging from math, to science, to english and even in foreign language classes as many games that are made in different countries are in that country's own language. Of Course games are almost always translated into different languages so that people worldwide could play them but a foreign language teacher wouldn’t find it too difficult to get ahold of a copy of a game in a foreign language. Music classes such as band or choir could even use video games such as Guitar Hero or Rock Band to teach their classes about different types of music and different artists and to involve students more in playing music and singing, this could even lead to some students entering a career in the world of music. A Science class could use the wonderfully challenging puzzle game Portal to teach students about physics, momentum and other gravity based mechanics. There are many different ways that video games could be used in the classroom, schools just need to figure out the best ways to implement them and make it work.

In this day and age when you ask a child what they would like as a gift they can give you a list of a million things and this list changes every day. It should come as no surprise though with the way the toy market aggressively advertises towards children. They base the continuation of certain television shows based upon the sales of certain products, they create video games based around toys to generate interest on two fronts, and they even use food as a way to get toy names out. But what does that really do for our children? Kids from impoverish families know that they won’t be able to ever get money for the latest game console that all the other kids are excited for. They won’t don’t get to live the fantasy that the commercial projects.

Today video games are a staple in most households. It is pretty amazing to know that the first creation of games date all the way back to the 1900s. They were not originally invented to make a profit, but to give patients something to do while waiting in the lobby of an office. One inventor had a simple idea of using the monitor not just as a television set, but as a way to play games. College students were just playing around with equipment and happened upon something great. Once the inventions took off there was no stopping them. Inventors had no idea of the impact they would make in the lives of our generation, 75 years later. After doing some research I would like to show the good and the bad: how the creation

The use of digital games in education poses many challenges to today 's educators interested in adopting new approaches and instructional tools into their repertoire. The multidisciplinary design demands, including joining entertainment and education and the lack of common design language and practices make consistent adoption intimidating and inconsistent (Shi, Shih, 2015), (Killi et al., 2012). The time and energy needed to investigate the adoption of new teaching tools is in scarce supply with today’s educators. In order to facilitate a less stressful and more streamlined adoption of digital game based learning (DGBL) this study proposes to suggest an analytical tool that can be used by an educator attempting to begin their exploration of DGBL in the classroom. The tool will function much like a rubric, offering a rating system for digital games based on established game design elements and levels of cognition from Bloom’s Taxonomy. By combining established game design elements and Bloom’s Taxonomy in the analysis tool, this study also attempts to build a connection between mainstream teaching theories (ie, Bloom’s Taxonomy) and less established DGBL design theories.

As times change, so does usage of technology. More and more schools across the world are using technology as a tool in teaching their students. While there are several districts that teach in the “traditional” sense, there has been a steady incline as to the amount of school districts across the world that are switching to iPads and other electronic devices to aide in the pupil’s education. Depending on the administrators, students are allowed to bring their devices to the classroom (BYOD, Bring Your Own Device), while other districts receive grants and other types of funding to purchase a technology device for each student.