Brittany Morgan's TI Plan

Technology Integration Initiative

Brittany Morgan

Needs Assessment and Rationale

The majority of schools in the United States have a diverse population of students, with varying levels of talents and abilities.  Not all students learn in the same way, and many struggle with grasping skills and concepts through traditional means.  It is therefore my intention to work to integrate the use of educational video games in the classroom.  I will start by working solely with seventh grade Social Studies classes.

According to Jean Piaget’s Cognitive Theory, children learn to understand the world through play.  This starts from the earliest stages of development, and continues on as they mature.  The hope is that, since children spend a great deal of time playing games, using educational games in the classroom will help them learn more (Thomas, 2011).  Research has shown that the use of games in the classroom not only increases the knowledge and skills gained by students, but that there is also an increase in motivation to learn, which is a common problem found in many educational institutions.  Games can be used to reach a variety of students, not just those of a certain gender or skill level (Woo, 2014).

Another major benefit to the use of gaming in the classroom is that it encourages collaboration, not just competition.  The use of games also encourages critical and higher order thinking, which are often neglected during traditional classroom work, and skills that students desperately need to function in the world (Fredrick, 2014).  Games also encourage fluency, which is “the ability to retrieve information in an easy and fluid manner”.  Games also offer immediate feedback on decisions and choices made throughout the experience, which is beneficial to learning (Ault, 2014).  All of the skills mentioned above are stated in Common Core and Next Generation Standards, so by integrating games in the classroom, a variety of state and national mandated standards are being met at the same time.

Cost-Benefit Analysis

            The specific game I wish to integrate at this time is Sid Meier’s Civilization V, which sells for approximately $25.99.  This is the price of not only the original game, but also the various expansion packs that have been made for it.  This game does not cost much, and the benefits it would provide to a seventh grade Social Studies classroom would be tremendous.  The Civilization franchise incorporates themes from geography, economics, politics, and history (Squire, 2011).  As a class focused on Ancient Civilizations, this game seems perfect to foster the needed skills and knowledge required for the class.

Research conducted with versions of this game showed that students became involved in the learning process by playing the game.  After learning how to play the game, students would then begin to focus on the material that is trying to be taught.  Many students began using geography and history as a “cheat” for the game to try and make their civilization succeed.  They also engage in “what-if” scenarios and work to develop strategies to make their civilization grow and conquer the world (Squire, 2011).  This is the great thing about games; students will eventually seek out learning experiences and knowledge on their own in order to supplement their gaming experience (Cox, 2014).  A desire to succeed at the game creates motivation to learn, and with this motivation, students will work to gain the skills and information needed to complete the tasks before them (Harris, 2014).

Aside from the software, computers are needed for this integration.  Many schools already have computers labs, so this should not be much of a problem.  The required and recommended settings for this game are also relatively low, so even older computer models should be able to run the game efficiently.

The biggest cost of this integration would be time, both for educators and students.  To start, those teachers who are working on the integration would need time to learn the ins and outs of the game.  Essentially, they would first need to learn how to play it.  This could be started by offering one or two after school Professional Development workshops where the teachers take the time to sit down at the computer and play around with the game.  Adults, as well as children, learn through play, so this would be the best way to introduce it.  Some tips could also be addressed during these workshop sessions. 

When it comes time to actually integrate the technology and lessons into the classroom, it would likely take a significant amount of time to introduce the students to the game.  The teacher must take what they have learned about the game and teach the students how to play it.  This may take less time than the workshops for teachers.  Despite the time taken to integrate and develop this project, however, it is completely worth the cost.  Though teachers may spend several days to a week letting students learn about the game, which would distract from other lessons, in the end the students would gain more of the skills and knowledge they need then with regular lessons alone.

Technology Implementation Plan

Timeline	Implementation
Week 1	·      Secure funding for game ·      Purchase game ·      Set up dates for workshops ·      Run assessment on available computers to see if they meet game requirements
Week 2	·      Begin workshops for teachers
Week 3	·      Begin integration in classroom ·      Start introducing students to the game ·      Begin supplemental assignments to assist gaming
Week 4	·      Start full implementation of lessons
Final Week	·      Evaluation of student progress after playing game and completing supplemental assignments

Professional Development Materials

The Game

Civilization V

Introductory Material

Civilization V Opening Video

Civilization V:  Gods and Kings Intro Video

How to Play

How to Play Civilization V Video (This video is extremely long, so only part of it would be watched)

Top 10 Tips for New Gamers Video

Annotated Bibliography

Ault, M. (2014). The effectiveness of reason racer, a game designed to engage middle school students in scientific argumentation. Journal of Research on Technology in Education, 474(1). Retrieved May 8, 2015, from Academic OneFile.

Cox, J. (2014). Role-playing games in arts, research and education. International Journal of Education through Art, 10(3), 381-395. Retrieved May 8, 2015, from EbscoHost.

Fredrick, K. (2014). Play along: gaming in education. School Library Monthly. Retrieved May 8, 2015, from Academic OneFile.

Harris, C. (2014). Make a game out of learning: Quest-based education lets kids embrace their own mastery. School Library Journal. Retrieved May 8, 2015, from Academic OneFile.

Squire, K., & Jenkins, H. (2011). Video games and learning: teaching and participatory culture in the digital age. New York: Teachers College Press.

Thomas, D., & Brown, J. (2011). A new culture of learning: cultivating the imagination for a world of constant change. Lexington, KY.

Woo, J. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Educational Technology & Society, 17(3). Retrieved May 8, 2015, from Academic OneFile.