Ask a child why they want a computer or tablet, and the more savvy may respond with the qualifier: “but, it’s not just for games--you can play educational games on it too!”
Gameplay is a primary draw for kids to become interested in technology. Discussions soon bubble up assessing the value of “educational software.” Whether a clear line of demarcation between “game” and “education” has been established, as with many things, from exercise to investing money, variety and moderation seems to prove most effective. The fear of turning over a classroom of children to a sea of iPads is not as Orwellian an anxiety as it once was.
“No one is suggesting that we replace teachers with iPads,” says Victor Vrantchan, a technology support specialist at Whitby. “There is a level of autonomy when a student can work on their own with an iPad--and the ability to ‘fail’ or come up with the wrong answer in a private way. With this type of game, wrong answers don’t involve walking up to the teacher for confirmation of the error. These types of games encourage trial and error, until, there is success that eventually leads to more deeper learning."
The use of technology appeals to the learning styles of some students, exposing them toall of these different learning styles allows children and teachers to learn about themselves and make choices based on these experiences and for choices in the future.The lesson Vrantchan spoke about was on telling time, to the hour, to the half hour.Those two components were being taught using a three-tiered approach: Written (the worksheet), Physical (actual clocks manipulated by the students) and an iPad application—a game, called “Todo Time.” The students spent equal time at each learning station. Vrantchan noticed that some students were making gains on the iPad game, but lost that progress when they returned to the worksheet. The progress was displayed in the student’s ability to take “telling time” beyond the hour and half-hour lesson, further extending their lesson, in some cases, to the minute.