The decision to engage the students using a theme such as Star Wars can be a little tricky and may even be viewed as a gimmicky or kitschy way to waste time and watch movies. However, the plan isn’t just to kick-back and watch the movies (that is one component), but to create a rich learning experience that brings in multiple curricular connections that aims to engage all levels of learners, even those who might not be as into the Star Wars saga.

George Lucas
One of the first English Language Arts connections to the journey was to introduce the students to the writer, director, and creative mind behind Star Wars, George Lucas. Utilizing our Kidblog platform, I compiled a post, using various web sources for the students to read and answer questions in their Star Wars Passports (the journal/duotang to collect student work). The post contained information about who George Lucas was, when he wrote Star Wars, and some of the other companies he was involved with. The goal of this task was not only to introduce George Lucas to the students, but to also inform them of the other impacts he has had in the film industry.

The Dilemma
It was an easy decision to make when deciding to use this thematic unit, but the more challenging question that I had to ask myself, was to what order would I share the movies? Yes, this question could be debated amongst the fanboys and fangirls (my heart lies with the originals, in their original untouched presentation, just for the record) and many choose to not even acknowledge episodes I-III altogether. However, it is about the students and I have digressed. Episode I: The Phantom Menace will be used to begin the galactic journey and proceed in sequential order.

Out of the group of 40 students, only about a quarter of them had seen any of the movies. The students who had enjoyed the movies were quite eager to share immediately with the rest of the student body about storyline and characters. However, it was discussed how if we revealed the story too soon, it would lose the element of surprise. The students understood, but it didn’t discourage them from asking leading questions to facilitate discussions.

Episode I: The Phantom Menace and Deisgn Your own Podracer
Before jumping to hyperdrive and engaging in the movie, we first discussed the title of the movie. I asked the students if they knew what a “Phantom” and “Menace” were. Some students blurted “it’s like a ghost” or “someone/something that isn’t really there.” When asked what a ‘Menace” was, in unison, they all said a “trouble-maker.” With the padawans (young Jedis) ready to engage and without further hesitation, the opening credits resumed and “A long time ago, in a galaxy far, far away” splashed across the screen.

Periodically throughout the movie, the movie was stopped to check in with the students to discuss settings, characters and clear up any confusion the students might have. It was during these frequent stops, that we began to analyze and describe/discuss new settings, characters and events. The character of Anakin Skywalker was one that the students began discussing right away. Maybe it was because the age of the character in the movie is similar to their own age, or that he was recognized as being a special character. Either way, it was important that they picked up on this character’s importance.

At the end of the movie, students took a moment and wrote down some words to describe Anakin’s character:

As we progress through the movies, Anakin’s character will be studied and the list added to with new changes to the character.

After the first movie, students also were questioning who the “Phantom Menace” was. This question I posted on our class blog site and had the students post thoughts and insights in that digital medium. Here are some of the students thoughts:

Design Your Own Podracer
To continue building the momentum and ride the excitement from the movie, the first project the students applied their skills to was designing and constructing a Podracer (similar to what young Anakin Skywalker flew in episode I). Borrowing the idea from the Powerhouse Museum, students had one-week to build a miniature racer either on their own or in a workable partnership.

With the ideas from the movie, students had the following criteria to use to get the project started, although many already knew what they wanted to attempt.

You can take a look at the students creations here:

The final section to this first task was assessment. It wasn’t an issue to assess student engagement during this task as students eagerly planned and made lists of what materials they needed. In itself, initial design of the task promoted high-engagement with low-level engagement of the task in the viewing of the movie. However, students were glued and engaged watching and jotting notes down to share during discussions (surprisingly, without being asked to).

During the latter part of the past couple of months, our classroom has been fortunate to be taking part in a a pilot project involving the Google Apps for Education. The students have been using collaborative tools such as Google Docs and Google Drive to work on shared documents.

One of the application tools that was explored for this first project was to utilize the digital forms to create an assessment tool using Google Forms. This app can be used to create surveys or questionnaires that can then be sent via a link to the user (student) to complete. Although the form wasn’t completed entirely with the students, the form criteria was generated and adapted from previous student created rubrics. This particular form was a series of questions that allowed the students to assess their project (a new take on a rubric but in digital format).

Assessment

When the students complete the form, their results/feedback/comments are sent to me to be viewed and I will have a digital copy for my records. What is hoped to be achieved with this type of assessment is for students to receive immediate feedback, from the form itself and teacher prompted feedback in email or face2face in class. What has been discovered with this type of collaborative and online tool is students are accessing the content from home and are able to contribute and share from their own dwelling or device of choice.

With the Star Wars in the Classroom event in full swing, students are actively engaged and joining in the discussions in the classroom and digital mediums.

Up next: Episode II: Attack of the Clones, Episode III: Revenge of the Sith, another design project and a great deal of FUN!

Until the next time,

May the force be with you!

It is that time of year again where the flowers are blooming, sun is shining, and the students are buzzing.  Yes, spring has sprung and kids are excited as ever to just get outside and play.  So how can we as teachers engage our students in unique ways, while still plugging through the curriculum content that needs to be wrapped up?

We know that engaging students can be tricky and we are constantly in search of great ideas and new ways to do this.  Two-years ago, I took a risk and brought in my quirky passion of Star Wars and took my students on a six-week themed journey that fanboys/girls could only have dreamed about when they were young learners themselves.

This year, after a two-year hiatus, with fresh new learners who are well aware of my quirkiness, have eagerly been waiting all year for me to repeat the adventure.

There is no better time, than the present to take the group to the galaxy far, far away!

Creating the Buzz (the hook)

Introducing this project to the students is exciting enough (well, I think it is), but I wanted to do something more for the students to get them right fired up!   Being the fanboy that I am, there isn’t any shortage of Star Wars paraphernalia for me to whip out and bring the students in.  A couple of years back, I purchased a Star Wars book that included a mechanical storage box that when a button was pushed, featured powering-up actions with sound and lighting features.

To set the stage, I wrapped the box up in packaging, had my principal address the package with the “Jedi Academy’s” planet address (students know my chicken scratch writing) and had the packaged delivered to the class by our resource teacher.  

When the package arrived, students were buzzing already as they knew when packages were delivered to the class first hand, it meant business.  The resource read the label on the package, and when the students heard “Jedi Academy” they erupted!  I had two students open the package, show the class the case and then encouraged them to push the button.  When the box lit up and made the sounds, the collective “oohs and ahhs” murmured amongst the group.  After the students calmed down, and noticed an enclosed letter was in the box, they began to chant “read it, read it!”  Which I humbly obliged.

Now that the students were hooked, it’s time to begin the adventure!

Until the next time,

May the Force be with you

After submitting my mini-essay and video application on January 15, 2013, I have been eagerly waiting to hear from Apple and the end result.  Today, I was humbled to find out that I was accepted into the Apple Distinguished Educators (ADE) program.  Needless to say, I am pretty excited and honored to be joining this community of educators.

I didn’t submit my application to solely seek the title of “ADE” but more for the exceptional opportunity to network, collaborate and participate with other innovative educators.  Albeit, it was a risk to submit the application.  My nerves were jittery knowing I was placing myself up against other innovative (and exceptional educators).  In the end, completing the application was very reflective and made me appreciate and further solidify the reason why I teach.  If the application wasn’t a success, it meant that there was someone more innovative in the classroom then I and I can only learn from what they do.

As I slowly start coming down from the natural high of being accepted, I thought I would share my application.  I have had the opportunity to view some of the application videos many have shared and I am even more humbled and even dismayed to have had mine accepted.  The innovation and the successes the other applicants shared was mind blowing!  Humbled once again.

The application consisted of two major components: a heavily time restricted 2-minute video and a written response to four questions.  Here are the four questions with my responses and my video.

How have you as an educator transformed your learning environment? 

The classroom environment is one that takes new shape each school year as the learners coming into the room are never the same.  During the past few school years and with our schools increase use of technology in the classroom, it has become even more important to emphasize to our learners that technology is more than just a flashy screen or a gaming device.  Technology has shifted and is promoted as a means to share, be innovative, and communicate with others in a responsible and ethical manner.  The students coming in and out of my classroom will be 21st century learners who will be well prepared and ready to join the outside and continually changing working world.

This school year, more emphasis has been placed on using technology in a more meaningful and purposeful manner.  ISTE’s National Educational Technology Standards have become a valuable reference for myself to insure that technology use is more then just a time filler.

The learning community extends beyond just my classroom and includes not only the teachers and students, but the parent community as well.

Within my learning environment, I am committed to providing for students, parents, and other teachers the following:

• Students

• Digital Citizenship: committed to practice safe, legal, and responsible use of information and technology
• have access to a personal computing devices (laptop, desktop, iPad)
• Able to connect to teachers and other students via their computing device.
• Connected to classroom via email, and web-based communication tools (Kidblog)

• Parents

• Digital Citizenship: educate and ensure parents are aware and informed of how technology is being used to practice safe, legal, and responsible use of information and technology within the classroom and at home.
• Connected to the schools D2L Learning Management System
• Connected to the classroom via email, web-based communication tools (Kidblog)

• Teachers

• Digital Citizenship: Promote and Model Digital Citizenship and Responsibility by advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology
• Providing access to personal computing devices or mobile learning devices
• Provide opportunities for in-house professional development in current technologies.
• Provide supports and services to become proficient in integrating technology across all curricular areas

 Illustrate how Apple technologies have helped in this transformation

Apple technologies has had a great impact on how I rethink my lesson design and implantation, even more so with the use of the iPad.  The iPad has become a tool for my learners that instantly places access and control whenever and wherever they are in the school learning environment.   This school year, learners have used the iPad to create authentic learning artifacts using applications such as Pages, iPhoto, GarageBand, and iMovie to create stop-time animation movies of visual stories that they created.  Students are also able to connect with the global community using the iPads to communicate and collaborate within the web-based blogging platform.  Students are eager to share discoveries or written entries and with the portability of the device, can literally go anywhere to share this.

Within this school year, the goal is to also use and implement Augmented Reality Apps, which will be used to provide a learning experience which the students will immerse themselves into.

What success have you seen with your learners?

The greatest success that has been observed with the learners in the environment is engagement and task achievement. Learners are actively engaged in the tasks presented to them, and are far more self-directed and immersed in the learning experience. Throughout the stop-time animation project, learners had multiple learning entry points to start from. Many students immediately began taking photos, while began to methodically plan out a storyboard using a Pages template.  In the end, students were able to determine their own personal entry points into the learning experience and meet or exceed the initial learning goals.   During the experience learners collaborated not only with teachers but with other peers as well to seek and clarify answers and to be supported.  Throughout the process, learners were building confidence, engaging in discussions, and becoming masters with a new technological tool to create and showcase a authentic product one was extremely proud to showcase.

 How do you share these successes to influence the broader education community?

Success are shared to the broader teaching community within our school environment in several ways.  Each week, we meet as a small Professional Learning Community discussing task design and share and showcase what tasks were completed successfully or unsuccessfully.  Here we are able to collaborate with our colleagues and share how technology is being purposefully integrated into the classrooms.

To share student work, we use an external web-based program Kidblog to allow students to have the opportunity to have projects uploaded and shared with the larger global community.  This has become extremely beneficial when joining larger professional development communities as the blog can be shared to others for access at ones own connivence.

Another way that we have implemented sharing the learners work is using a web-based eportfolio called IRIS.  This allows for the learner to upload authentic artifacts of his/her selection to represent their learning.  Parents and teachers have direct access to viewing the artifacts and what the learner has selected and has the ability to comment and continue the learning ongoing learning experience.

Jon Patry ADE 2013 Application Video

I just want to say THANK YOU to all my colleagues, administration, students, and parents who helped with the video.  It wouldn’t have been as successful without your images and voices. My parents and siblings, wouldn’t be here without you all!

As a teacher, I am willing (and have the support) to step outside the box and try new tools for learning and collaboration (such as KidBlog or Glogster) and even go further by allowing students to provide suggestions on how they would like to showcase their learning.

This year already, I have had many 9-11 year olds asking if they BYOD to utilize for reading and other purposeful learning activities in the classroom. I generally am not one to say no to these requests, as long as the student understands what the device is going to be used for. When the student is coming forward asking to use the device, it is demonstrating initiative for their learning and recognizing that these tools or devices have an educational purpose. With our board making a shift (slow and steady) to the usage of Google Education tools, this will further continue the path for more online collaboration with the learners and also allow parents to become more involved digitally with their child’s learning from home (we have already begun to notice this with Kidblog last year).  For now, still waiting for the thumbs up for Google Education.

In the digital world, Kidblog has been one of the more rewarding interactive tools that we have used with our students. Our parent group has also been supportive with the tool and the students use. Within the Kidblog platform, students have the luxury of creating their own posts, responding to others, and even connecting with the larger global community with activities such as the Edublogs Challenge. A blogging tool used at school and at home, students of all calibers and learning needs can take part and join the larger community and not feel ostracized because of a limiting factor.  Student posts can be assessed in a variety of ways and feedback doesn’t just come from the teachers but the students as well.  Overall, blogging has been a huge success and that success is continuing in our classrooms and also spilling over into other grade groups.

However in the meantime, the search is still out there for Web 2.0 tools to be tested and tried in the classroom.  One such tool that I have briefly toyed with this summer and now have had a more reason to use is the Augmented Reality story book creator ZooBurst.  Although I haven’t used this tool in the classroom as of yet, I can already foresee the huge potential for it.

The task that I was presented with in a graduate course was to create and complete a digital story.  We were introduced to Allan Levine’s wiki COGDOGROO: 50 Web 2.0 Ways to Tell a Story.  Objective: explore the 50 tools and choose one to create our own digital story.  Hence the rediscovery of ZooBurst.

Although I could have selected any of the Web 2.0 tools, Augmented Reality has been making waves in education and I wanted to explore this tool.  When I think “story”, my brain shifts and leans towards a book.  Although I know stories can be told in many mediums.  I liked the idea of recreating my story in a book like manner.  The presentation of Zooburst is displayed like an open book, and has pop ups of images that the reader can click/touch to provide the text or audio feature.

Looking forward in the classroom education, we are often wanting to incorporate technologies and web 2.0 tools to provide a learner-centered experience.  Many Web 2.0 tools and platforms provide this.  The use of wikis and Google Docs as many of us have used in our own personal experiences during my current masters program to collaborate writing and share ideas.

ZooBurst has the potential to be a collaborative or solo tool. Depending on how the teacher would want their learners to use it, but I think it would be a positive experience either way.  The platform also has the capability of supplying learners access to a variety and wide range of images, sounds and audio tools to represent their knowledge and understanding in story form.  Users can also upload their own images to incorporate.   Although there is a free component to ZooBurst, to access many of the extra perks you must ante up and pay for the premium package.  Which doesn’t seem to be too much to spend for a pretty slick service.

When it comes to sharing ones final masterpiece, ZooBurst allows  users to share their creations either by embedding the story into a webpage or simply sharing the link.  If you go for the premium service, you have the opportunity to download and print a QR code type image which in turn allows the user to experience the story in augmented reality using an iPad (and the free ZooBurst app).  With the ability to create these stories online, students can easily share with friends and family.

I foresee ZooBurst having great potential on student learning in a virtual or regular classroom.  I was pretty motivated and engaged to create and share my digital story and I have a good feeling my students will be even more motivated and engaged using this Web 2.0 tool.

As an educator, we always reflect back to those individuals who have had an impact on our lives.  I don’t need to preach to the masses and tell you being a teacher or educator of any age, we all have the opportunity to influence ones education.  This particular teacher in my elementary years was one that was fortunate to teach myself and all of my siblings (5 total).  Being the oldest, you are always the testing grounds for parenting and in this case what type of learner the teacher is going to get.  Thankfully in the this case, all of us in the Patry family were all unique learners and didn’t share any particular learning style.

It just so happened that my mom ran into a current teacher at the market whom still teaches at the old stomping grounds and mentioned this teacher from my past was coming into town.  For the past few years I have always wanted to write to this teacher from my past and the opportunity came knocking. Yes, I’m sure I could have searched out the information and written prior to this run-in, but for some reason I never got around to it, but a few weeks ago I did.

Yes teachers or influential people come and go in our lives, but I think it’s important to share with them how important and influential they were to you.  Some of these people may not be around anymore, but it still is worthwhile to reflect and remember.  Fortunately  for me, I was able to contact and even had the chance to grab a coffee (my treat of course) and catch-up after all these years.

Maybe one day I will be fortunate enough to have the same experience with one of my students.

I have always wanted to write to you to and say…

I know I was never the best student in the class (but definitely one that was all over the place) but you never let me believe I was hopeless and and wouldn’t allow me to give up and believe that I couldn’t do it.   You pushed me as far you could and never gave up and for that I thank you.

From what I remember, you weren’t easy on me, but you did have high expectations for myself and everyone else that you taught.  You challenged me to push myself and I know I wasn’t easy to push (pretty stubborn really) and was very reluctant to take those challenges (and often thought you were the meanest person in the whole entire world for making me do things).  You still pushed and encouraged me to move forward (regardless of the stubbornness).  You looked for moments to commend me. I’m sure at times your praise for my work seemed only partly true and I’m sure you felt like you were being set-up on a reality show for saying such things, but you did all of this because you knew (and hoped) your actions would trigger me to do better and realize what I could do, for that I thank you.

My experiences throughout school were often occupied with everything else but learning.  I know I didn’t apply myself to what I truly could do.  Obviously, like a good scotch or fine wine, age does make it better.  I am very honest with my students today expressing what type of student I was and how those experiences have shaped the learner and teacher that I am today.  For that I truly thank you!

Who would have seen this all those years ago, that I would be the one teaching (or warping) a classroom full of kids and continuing my own path of higher learning? I can honestly say, I wouldn’t want to be doing anything else!  Thank you for being an inspirational and character builder for me all those years ago.

Take care,

Jon Patry

It is always unnerving to use new applications and tools to engage the learner, as often enough there are going to be questions that can’t be answered immediately. We as teachers need to start realizing, that we aren’t always going to have the answers, and more often enough a student might be the black box holder.

tudents working at computers at Walden School in Louisville (Photo: Wikimedia Commons, Bartmoni 2009)

Using a blog in the classroom can have many purposes and ultimately it is up to the teacher of how they want to create the experience for the students. In our classroom, the blog is used for written expression and communication. There isn’t a particular curricular focus for the blog, other then it is our classroom and students sharing. What is published and posted on the blog is up to the teacher, as the content list is endless. The blog is flexible and the teacher can use the platform for sharing showcasing, collaborating, creating, questioning and informing. Or simply put: collaboration, creativity, critical thinking, and communication.

The teachers role begins with conversations with the students about what a blog is (great Youtube video by CommonCraft “Blogs in Plain English”). This resource helped opened up the conversations about what makes/creates a good blog, what makes a good post, how should we ask questions, and what types of information should we include. Promoting digital citizenship was also a huge component to working within this unique digital space. The role of the teacher is unique in the digital community as you get to facilitate the conversations or get the wheels moving, and then sit back and watch the conversations unfold.

We began to post assignments and webquests on the blog as a means for students to work at school and at home. With the assignments posted on the blog, information was posted for all to see (parents and students). Webquests were caged to provide a foundation for students to work from. Questions and web links were posted to get the thought juices flowing, and students had the option to use just the information posted or venture out on his/her own and seek more information. Time frame for task completion is flexible, but with the Internet made available 24/7/365, students have access anytime at home and school.

Now you are hooked, interested and you want to start a classroom blog! Blogging is becoming a great tool to use in the classroom. It is great to jump in and try this wonderful experience, but as a teacher you want to become comfortable with using the application itself. First and foremost, before you dive in and get your kids blogging, you must insure that you have followed protocol and filled out the appropriate documentation. Ask yourself the question What is your purpose of the blog in the classroom?

There isn’t a one-size-fits all purpose for blogging in the classroom and it really is a unique experience for those who use it to communicate with the world. Is your blog’s purpose to:communicate with parents, publish student work in a portfolio, daily journal, communication tool with students from across the globe (this year we were talking to students from Russia to New Jersey).

Here are some other suggestions to help:

Platform Selection

There are many great platforms to choose from in the blogging world, but you need to select a platform that is going to best suit your students needs. Safety and security are also two important areas of concern from both the home front and the board. kidblog.org and edublogs.org are two sites that put students needs and concerns first.

Establish Guidelines

Most of these parameters are going to be established when filling out the Web 2.0 PIA document that is highly recommended to fill out. Many boards require such documentation to be filled out in regards to what type of information you are posting. Some other questions to consider: 1. Will the blog be public or private? 2. What protocols are you going to have in place for commenting on the blog? 3. Are you going to read all of your students blog posts and comments before they are published? 4. How are you going to deal with inappropriate conduct on the blog?

Inform the Parents

This is a pretty important and vital step to your blog. Most parents are going to be supportive about blogging, and in fact some might already dabble in the experience. Often enough though many parents are misinformed about what a blog is. This is why it is important to have your purpose clear and laid out to explain to the parental group.

Final Thoughts

Blogs in the classroom is a great medium for students to communicate and express ideas when the need for written expression is required or desired. The blog itself becomes a personalized form of written expression for all students in the classroom. This is especially important for those students whom are more hesitant to speak in the class or have verbal communications skills. The blogging experience has been a positive experience this year and one that utilized technology in a purposeful and meaningful manner, and an experience that will be repeated in the fall.

**I was a guest blogger on Lori Cullen’s www.attheprincipalsoffice.com this week and a comment was posted.  Thought I would share it.  You can also follow Lori on Twitter @lorilynnecullen

ConnectEdCa was three-days filled with sessions, networking and conversations with teachers, students, education leaders, and parents.  The challenge with offering so many valuable sessions, it was difficult to choose which sessions to attend.  To combat this issue and utilize the Twitterverse, we were asked to share in 140 characters or less in a Tweet  using specific hashtags (#) to share with the other participants and other Twitter followers outside the conference.  It was a great way to quickly process and reflect about what we were doing and still have a glimpse into the other sessions that were offered.  From the tweets sent out the conversations continued (face-2-face in many cases) during the breaks.   This is what I would like to share about what I took away from this weekend.  The session descriptions that are in italic are directly from ConnectEdCa.org

#ConnectEdCaS1  

Design-Based Thinking (Mark Szabo): Design Thinking refers to the methods and processes for investigating ill-defined problems, acquiring information, analyzing knowledge, and positing solutions in the design and planning fields.  During this session Mark will share some practical classroom-ready strategies as the participants work through a hands-on, design-thinking situation.

#ConnectEdCaS2 

The Education of iPads (Dan McWilliam, Lisa Nelson and Jody Pereverzoff): We would like to move the discussion beyond ‘apps’ and address the needs of the students to produce and create on the iPad in new and unique ways. The discussion topics will include: Where do the iPads fit in the classroom? Can the iPad replace the laptop in a 1-to-1 environment? How are we/you using the iPad in classroom? What is the future of mobile technology in the classroom?

#ConnectEdCaS3

Rekindling Curiosity (Michelle Baldwin): “Curiosity killed the cat.” This is a great point to remember for pet owners, but not so great for educators and schools. Children, now more than ever, should be curious explorers and discoverers in their own learning adventures. How are we encouraging curiosity in students?

#ConnectEdCaS4

Augmented Reality (Dan McWilliam): What is Augmented Reality and how can it be used in our schools? An introduction to some simple AR tools that can be used in any school from barcodes and QR codes, to markers, Auras and Layars. Participants will have a chance to use mobile devices to activate and create Augmented Reality content. We will also have a chance to discuss the future potential of AR in our classrooms.

#ConnectEdCaS5

Leadership Matters (Maureen Schlemko): This discussion will center around three guiding questions:  What are the skills required to be an effective leader in 21st Century learning environments?  What is the knowledge base required to be an effective leader? What supports need to be in place to assist leaders in facilitating effective learning environments?

(Photo credit: Wikipedia)

Gaming devices, ubiquitous in the homes of the students we educate, are significant modes of education and motivation to learn. Countless conversations relating the latest video game he or she is playing during after-school hours can be overheard in hallways. So frequent are the conversations that concern has been raised questioning why this next generation of learners is not outside playing and enjoying the fresh air, rather than being mesmerized by a gaming device. So to be the questions asked that query how and in what way is interacting with video games considered play?

Given the way current students engage in a technological world it is reasonable to expect educators to harness the currency and motivation of video games. However, it is not clear that merely transferring video game culture into education is either easy or productive. Through an exploration of past research of video games, play, and motivation, this literature review will provide some validity, value and necessity of the incorporation of video game devices in the education environment.

In what way is interacting with video game devises considered play and what motivates these individuals to engage in this type of play?  To understand the relevancy of the relationship of the term play in applying it to video games, one must first understand the influence of play on a child. Play is considered the foundation of child development.  Whether it occurs outside in the natural elements or within the confine of a space that supports an electronic device, the characteristics of play need to be addressed. Bruner (1983) describes the element of play with the following characteristics:

1. Play implies a reduction in the seriousness of the consequences of errors and setbacks.
2. Play is characterized by a very loose linkage between means and ends.
3. Play is very rarely random; it follows a scenario.
4. Play is projection of interior life onto the world in opposition to learning through which we interiorize the exterior world and make it part of ourselves.
5. Play gives pleasure.

(Bruner, 1983: 60-61)

Until recent advancements and adaptations within the gaming industry, electronic devices and computer play were quite sedentary ways of participating in gaming activity. However, with the development of motion sensor games, play has evolved to be more physically demanding, if achieving successful results is desired.

In schools, teachers and students are primarily working with computers to support learning and student engagement.

When a student engages or plays with a computer program, in many cases the student will remain static. Play can take hold in many forms, interacting with blocks, figurines, markers, balls, and other children.   With computer games, the computer hardware is not part of the game. It becomes the means for accessing the game. In gaming the physical hardware is not interacted with as in the traditional sense of play. Yet, once a student engages in a computer program, he or she involves themselves in the very characteristics of play that Bruner outlined previously.

Video game interaction provides a sense of escape for individuals who participate in their use. This sense of escape allows users to play in so-called make-believe worlds, without any real consequence, thus allowing for challenges to occur.  Bruner (1983) refers to this, as the reduction of seriousness of the consequences of errors and setbacks.  In one research study focusing on video game play, a boy was quoted as saying “I just love the fact that I know it can’t happen. I just love all the things that they can do. ’Cause if you’re in a real world, then there’s a limitation to what you can do and what you can’t do.”  (Olson, 2010, p.183)  Without limits in the video game world, mistakes can be made without any real consequences and students can retry until he or she is successful.  The individual learns what not to do and self-corrects the behavior.

When students are engaged in play, ideas are stimulated that effectively draw him or her into a fantasy-world.  These worlds have boundaries and rules, but seem to be loosely followed.  Bruner describes how play is very seldom random, and it follows a scenario. The conversations that students engage in often discuss games of strategy or sports.  Katie Salen who is a game designer and architect of the Quest to Learn Institute in New York City, states,

“Games and game environments are good learning tools”, Salen explained, partly because players understand, from the outset, what the objective is. And while players think they are in control, the truth is that games have been carefully designed to give players that belief. Well-designed games are structured to give players the knowledge they need to solve problems just when they need it. (Kyllo, 2010, CBC)

Gaming much like playing in the schoolyard, follows a pattern.  In the schoolyard if the plan isn’t going as anticipated the individual can make a choice to change the scene and continue on.  Similarly in a gaming situation, if the player makes a mistake or maneuvers a wrong turn, that behaviour is changed and corrected for the next time and play continues.  The incentive to correct and overcome the challenges of the game is what makes playing both frustrating and enjoyable.

Providing a positive learning experience within the classroom is key. Incorporating video games in the classroom setting can contribute to the success of the learning experience. Students grow up in a fast-paced, digitally enhanced society and it is a challenge to engage and motivate students in school.  Older teaching methodologies can appear ineffective and new approaches must actively engage the students. Video games and computers, so prevalent in the lives of the students, should be utilized as resources and implemented in the classroom.  The attractiveness of this can be seen in the following list compiled by author, retired teacher and avid gamer Jayel Gibson:

1. Challenge and strategy
2. Element of surprise
3. Replay ability
4. New information
5. Memorization
6. Context and cognition
7. Gender and ethnic balance.

(Gibson, 2008, education.com)

One of the many sites that my students enjoy exploring when they have completed their tasks for any daily lesson, always inquire if they can use Hooda Math .  This site provides online Math concept learning games of all varieties and differentiates between grade levels. Out of the selection of games available, students often choose to play games of logic.  A game called the Goat Crossing is a student favorite.  The objective of the game is to get a group of goats across the river using a raft.  The following is the list of rules and restrictions students must follow to be successful:

• The raft can carry only 2 people/animals crossing.
• The black goat cannot be left with any of the white goatlings unless the white goat is present.
• The white goat cannot be left with any of the black goatlings unless the black goat is present.
• The wolf cannot stay with any of the goats unless the farmer is present.
• Only the black goat, white goat, and farmer know how to use the raft for crossing.

 Image retrieved from http://hoodamath.com/games/goatcrossing.php

Of note, when students involve themselves with this game, all of Gibson’s criteria are being met.  Students are challenged, need to develop strategies to solve the problem (challenge and strategy), and there are multiple replays to do this (replay ability).  The element of surprise occurs when a student selects a combination that is correct and the raft crosses the river, or when an image flashes upon the screen showing an image that depicts an incorrect combination (element of surprise).  When a student discovers a certain combination is incorrect, new information is gained to make another attempt (new information, memorization, context and cognition). Finally, students can work in pairs themselves if he or she chooses, using the words or images on the screen to help solve the problem.  The game isn’t targeted to any particular gender or ethnicity (gender and ethnic balance).  When students complete the task, he or she is eager to share strategies with peers and teachers, thus demonstrating his/her understanding of the task.

Alongside online video games, computer programs are viewed as essential in providing a motivating and positive learning experience for students.  Kidspiration is a computer program that allows students to organize and represent their ideas with various pictures and print in a student-friendly approach. With this type of program available for student use, Hong and Trepanier-Street’s (2004) research demonstrated that “young children’s conceptions of their world are often more detailed and at a higher level than their fine motor skills permit them to represent with conventional tools”(p.88).  With this statement, an argument could be made to support the use of a program such as Kidspiration for a student who may have difficulty with reading and writing comprehension.

Many students struggle with these simple tasks, and teachers sense the frustration a student experiences.  With program assistance, students who have difficulty placing simple thoughts onto paper have support that can provide a positive experience with learning.  During classroom observations, students observed have more success and are far more willing and eager to share with peers and teachers.  In addition, incorporating the structure of peer-support; a student stronger with reading and writing skills, could work with one of lesser ability on the program, would further enrich a positive learning experience. When students collaborate yet generate individual thoughts and opinions they tend to take more ownership for what they are doing and in turn the learning becomes of a more positive, rich and worthwhile experience.

Through use of video games and/or computer programs such as Hooda Math or  Kidspiration, students understand that they are learning new information, but the individual feels as though they are playing while learning.

The world we live in is one that was once viewed as being a vast, disparate and difficult place to navigate.  Now, more than ever, we are becoming more connected.  With a simple click, double tap, or slide of a button, the user can now be “transported” to various locations around the globe; immersing oneself into cultures, places and peoples of interests.  This is not the case for many individuals who inhabit the countries we frequently visit for sunny vacations. When consumed by the hourly use of technology, one can easily forget that there are still individuals and groups who remain isolated by their poor access to modern telecommunication tools.

The isolation within and between various social, ethnic and cultural groups is referred to as the Digital Divide. The Digital Divide is a phrase that has been used to describe the “disparity between the “haves” and the “have-nots” in the technology revolution.  This phrase identifies the separation of individuals and various groups who benefit from the digital and technological world versus those who are left behind or don’t have the means to join the rapid growth and change of the information and communication technology (ICT) world.

A country such as Cuba is submerged within this digital divide.

How is the Digital Divide affecting the Cuban people, and how are they coping?  From a technological point of view, the tech-gadgets (DVD players, CD players, TV, personal computers, and yes the cell phone) that we take for granted and use everyday, Cubans haven’t had these luxuries until recently.  They have been living in a technological past that seems so distant for many of us.

In 2008, change began to take place when the ailing Fidel Castro passed the torch onto his younger Raul.  Within several months of being at the helm in Cuba, Raul Castro relaxed many of the laws that were in place that blocked Cubans from owning any technological device.  Post 2008, Cubans are now allowed to own cell phones, DVD players, and personal computers.  However, to own these devices, you need to be able to afford them.  Although this first step to bridging the divide is in motion, it’s still difficult for a local to connect to the internet, as special permits are in place for homes or business to have the internet.  WiFi? When I inquired on my last trip, it was rumored that the resorts were beginning to offer WiFi access.  Still, for the local business or homeowner, it’s illegal.

The Telecommunications Company of Cuba (ETECSA), have offices in the larger city centers of Cuba, which allow the locals to gain access to the WWW via a snails pace dial-up modem.  The price? $3 CUC/30min or $7CUC/hour.  This may seem like a pretty reasonable amount of money to pay to sit & surf the net, but when your monthly income averages $12-25CUC/month, it can add up and ultimately be the choice between daily needs and access to the web.  With a Cuban monthly income totalling a tourists possible daily caffeine intake back home, it is unfathomable to think the divide can ever be overcome.

When one is able to afford the access to use the Internet, it is terribly slow, and many of the sites that we would use everyday go to every day (youtube for example) is blocked.  Although some locals have been able to access Facebook, accounts are heavily screened, and often the accounts are restricted to post to the outside world.  When using instant messaging such as yahoo messenger, if your text message appears inappropriate, the screen gets buzzed and access is temporarily halted or you are kicked off entirely.  For the locals, all personal emails are screened and are on the national ‘.cu’ domain which is monitored heavily by the government.

If you are a tourist on the other hand, and are staying in the resorts or hotels, access is not as restricted, and you don’t battle the strict firewalls.   But as I discovered, many websites are still inaccessible, fortunately eduboot.com could be accessed (but now I’m sure I have been flagged). When looking at the two sides of the coin, it’s a sharp disparity of Internet content and availability between locals and tourists.

The digital divide will continue to affect Cuba’s population.  Whether the Cuban resident resides in urban, rural, or remote distances, many still remain on the wrong side of the digital divide.  However, with Raul Castro’s initial efforts in 2008, the country  is moving in the right direction.  With controlled government supports being implemented to allow the residents to reach out and connect somewhat with WWW, family and friends can connect in the virtual world.  Lastly, the Cuban youth hold the key to embracing the digital gap.  With the promise of change, the youth can continue to push this movement forward.  By knowing and understanding the power of technology and how it can connect, imagine what potentials lie when social media sites are no longer banned.

If you haven’t been to Cuba, I strongly suggest that you take the opportunity to visit this special place. Depending on your vacation needs, Cuba can fulfill whatever desires you are searching for.  The country is filled with majestic beaches, historic colonial buildings, classic cars, and friendly people whom want to make your acquaintance.

Although Cuba is making slow changes, and as a tourist who frequents the country, one needs to accept the country for what it is and what it offers.  It isn’t Canada or Europe, and being able to step back in time and let the relaxation take over and not worry about ones status update or latest tweet, can be enjoyable.  But, once back onto Canadian soil, I flocked the web like nobody’s business!

Last school year, epublishing seemed to be the catchall phrase that many educators around the board were buzzing about, and for many great reasons. What is ePub?  It is a digital publication format (similar to .doc or .pdf) that allows publishers of all calibers to produce and distribute digital copies of their work, to multiple tablet platforms, and without restriction as long as it complies with digital rights management (DRM).

When new technologies and programs emerge to being used in the classroom, many educators err on the side of caution.  In many cases, roadblocks are met and the desire to utilize the technology is lost.  At the time, myself and a couple of educators within my school environment were interested in epublishing, but were not very confident or educated enough to be able to engage students or other teachers with this form of written expression.  As the year has progressed forward, so has the ease and information about epublishing.

Our school has recently started to utilize the iPad, and the search for an app for students to create their own content and eventually publish was something we wanted to explore.  With the search not lasting very long, the competitively priced app Creative Book Builder (CBB) was discovered.  CBB has been highly praised by fellow educators, and upon discovery you can see why.  CBB is a media rich application that is very easy and straightforward to use.

CBB allows students to create, edit, and publish within minutes. Here are some of the features of CBB that sold me on the app:

• Easy to add titles, descriptions, images, video, audio, music, and external links
• Organize chapters into different sections
• Customizable Book Cover
• Customizable book information (author, title, description, subject, publisher)
• Can work on CBB when not within WiFi (very handy if used on a field trip)
• All published books can be read on iBooks or any ePub reader (we have a few Kobo’s around the school that now have more of a purpose)