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Stump the MinecraftEdu Presenters: Minecraft Across the Curriculum

[Listen and learn : Panel]

Monday, June 27, 11:00 am–12:00 pm
CCC 607

favoritesShane Asselstine  favoritesDiane Main  favoritesJohn Miller  
Join a panel of presenters who have used MinecraftEdu in a variety of instructional settings. Come ask how it could be used in your subject area and grade level. No silly ideas or dumb questions! Put us on the spot.

Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Laptop: PC, Mac
Focus: Digital age teaching & learning
Topic: Games and simulations
Grade level: PK-12
ISTE Standards: Students : Critical thinking, problem solving and decision making
Teachers : Design and develop digital age learning experiences and assessments
Students : Communication and collaboration
Additional detail: ISTE Professional Learning Network pick


Digital tote resources

http://bit.ly/MinecraftEDUresources
Description: MinecraftEdu Resources


Proposal summary

Purpose & objective

Ask teachers if they would want students to be more engaged and more motivated, and you will see heads emphatically nod. Now ask them if they would be interested in using Game Based Learning (GBL) to accomplish this, and you will see fear, anxiety, or disbelief. Some educators are already interested in Game Based Learning (GBL), but don’t know where to begin. Most teachers have heard of Minecraft, through their students and/or their own children, and don’t understand what it is or why it’s so popular. As the education field attempts to address the issues of student motivation and engagement, the use of games in the classroom steps up as a viable solution. As teachers start to consider using a game like MinecraftEdu in their classes, the first question is always, “how do I use it with my curriculum and my level of students?” There is already a wealth of pre-created content available for teachers to use with MinecraftEdu, but most teachers have specific needs or want their students to be the creators of their learning artifacts, starting from scratch. This panel discussion aims to tap into the teachers’ (and other participants’) experiences and expertise to come up with ideas for applying this technology to their learning spaces. This is a just-in-time approach to helping people who are hoping to get started but don’t know how. All of the panelists are classroom teachers, trainers of teachers, and experienced presenters who have used MinecraftEdu with students and taught many teachers how to use it with their students. All hold advanced degrees in education or educational technology, and have studied and put into practice sound pedagogy focused on learner motivation and engagement.

Participants will come with questions and leave with answers. They will be given ideas as springboards to their own exploration and brainstorming, and they will also have contact information for all the panelists as well as others active in the Minecraft in Education community. They will be equipped with resources such as the MinecraftEdu Worlds Library and the “Minecraft Teachers” Google Group as well as a list of involved educators and hashtags to follow on Twitter. Even participants who do not ask questions of the panel will hear a plethora of ideas for incorporating MinecraftEdu or other Game Based Learning tools in their curricula.

Outline

Introduction: Each presenter will introduce him/herself by sharing their background, educational preparation, current role in education, and a favorite curricular application of MinecraftEdu (including subject area and grade level).

Soliciting questions: (a majority of the time) The presenters will welcome questions from the audience focused primarily on how MinecraftEdu could be used with students in specific subject area/grade level combinations. Since state content standards vary, the panelists may elicit further information about some of what is covered in a given teacher’s course at present.

Additional Q & A at the end: The last 15 to 20 minutes will be devoted to answering other questions audience members may have about implementing Minecraft or MinecraftEdu in a more general sense.

Panelists will also prepare some “frequently asked questions” they have received over the past several years to seed the discussion if there are not enough audience members with questions about specific curricular goals. In addition, panelists will brainstorm in advance some potential curricular questions that may come up so they can be better prepared to give ideas and examples. There will be resources provided with links to pre-created content for MinecraftEdu as well as discussion forums and other online resources participants can access afterward to assist them in their own planning and implementation.

Due to this being a panel discussion, it’s hard to know exactly how things will play out until the actual day, but the panelists will be prepared for anything Minecraft-related.

Supporting research

The work of Mihály Csíkszentmihályi and James Paul Gee extensively addresses the concepts of flow as it relates to motivation and the use of games, especially video games, in classroom settings to achieve increased engagement, motivation, and perseverance.

Miguel de Aguilera and Alfonso Mendiz, in their 2003 article “Video Games in Education: (Education in the Face of a “Parallel School”), brought to light the use of games in learning in ways many people had not considered before. This helped solidify their role in problem solving, creative thinking, and collaboration, in addition to the use of simulation-type games for mastery of content knowledge and skills by such users as doctors, NASA and other scientists, the military, and a number of Fortune 500 businesses. The use of games in classrooms has been linked to improved deductive reasoning and decision making.

James Paul Gee, in 2003, described how games stretch students to the edge of their learning capability. He said that games are a constant assessment of student understanding, and that by repeatedly playing games, learners can create a cycle of expertise.

In 2005, Kurt Squire asserted that recursive play allows a student’s thinking to become more complex; play is vital in testing new ideas, developing new skills, and participating in new social roles.

Merrilea J. Mayo suggested in 2007 that games in science and engineering education could be the cure to huge classes of students in lecture settings. They are the latest in highly effective experiential learning methods such as field trips and outdoor education experiences, all without having to actually leave the classroom. Games encourage inquiry when students feel safe asking, and experimenting to find the answer to questions such as “what happens when I do this?” Mayo also pointed to games as effective tools for self-efficacy, goal setting, cooperation, continuous feedback, and tailored instruction.

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Presenters

favorites Shane Asselstine, Momilani Elementary School

Shane is the Technology Integration Specialist at Momilani Elementary School, a game-based educator, and the Code.org Facilitator for Hawaii. He has been presenting internationally on technology in education for the past three years. Shane was awarded the ISTE Making It Happen Award in 2015 and is a PAEMST 2015 nominee. He provides workshops on Code Studio around the state and currently he has trained over 350 teachers to incorporate computer science into the classroom.


favorites Diane Main, The Harker School

Diane Main serves as Director of Learning, Innovation and Design (9-12) at The Harker School in San Jose, California. She is also adjunct faculty for San Diego State University's Learning Design and Technology department. She is the former Program Director of the MERIT program at Krause Center for Innovation, and is a Google for Education Certified Innovator. Other EdTech activities include presenting at conferences nationwide, serving as president for the board of SVCUE, and presenting at CUE Rock Star Teacher Camps, ISTE, and other events. Diane lives with her husband and son in Campbell, California.


favorites John Miller, Chalone Peaks Middle School

John is a middle school history teacher and Minecraft curriculum developer. He is also a Google Innovator and CUE Lead Learner with over 20 years classroom experience. John holds a Masters Degree in Educational Technology, is a contributor to the book "An Educator's Guide to Using Minecraft in the Classroom" (2014) and is co-author of "Unofficial Minecraft Labs for Kids"(2016). John blogs regularly about his experiences designing and implementing lessons using Minecraft at minecraft.edtecworks.com. Details of his work can also be found at education.minecraft.net, MindShift, and the NEA magazine.