VISION OF THE FUTURE

CLASSROOM
EME 6055 FINAL PRESENTATION
BY JASON LUBLIN
K-12 CLASSROOM AND STUDENTS

• Ask the average adult what they envision a K-12 classroom looks like
• Sitting in desks facing the chalkboard.
• Maybe a PowerPoint and projector if they have money
• What are current K-12 students like?
• Always on their phones, never go outside, constantly on tablets
• Too much Fortnite! So reliant on technology!
• So what?

This Photo by Unknown Author is licensed under CC BY-NC

CURRENT K-12 STUDENTS

• Tech savvy
• Grew up surrounded by smart phones, tablets, laptops, and Alexa’s
• Play to their strengths
• Utilize more educational games and Web 2.0 tools

This Photo by Unknown Author is licensed under CC BY-SA-NC

GAME-BASED LEARNING
• Every student plays games
• Mobile, Console, PC, and more
• Game-Based Learning (GBL) employs different learning theories, including constructivist and behaviorist, and
often a combination of multiple theories.
• (Plass, Homer, & Kinzer, 2015)
• Use of different theories can change the make-up of the game, how it is constructed, how it is played, and
what is achieved from playing it.
• Constructivism
• A game may allow players to set their own challenges, make available tools with which to construct a response, and
provide a system of peer feedback.
• Behaviorism
• Provide a challenge with a limited set of choices and then the players will receive a correct/incorrect feedback message
LEE, LUCHINI, MICHAEL, NORRIS &
SOLOWAY, 2004
• Studies have proven that using educational games can be beneficial compared to their traditional
educational counterparts
• 2nd grade students played a game called ‘Skills Arena’ on Gameboy Advance, which combined classic
math drills with constant feedback
• Two classes used the game daily for 19 days
• Answered an average of 1,300 problems over that time
• Compared to worksheets they typically used, this was a 3x increase
• Attempted harder difficulties without being told to
• Assisted other students without being asked
FUTURE OF K-12 CLASSROOMS

• Utilize Web 2.0 and games more than ever before

• Collaboration
• Google Docs or Seesaw This Photo by Unknown Author is licensed under CC BY-SA

• COVID-19 and beyond

• Society has realized how beneficial and convenient these technology-based learning tools can be
• Less time at school?
WEB 2.0
• Considered to be an improvement over the original Internet due to its increase in engagement through
posting comments, uploading content and interaction with others on media sharing sites, social networking
sites, blogs, and wikis
• (Reiser & Dempsey, 2018)
• Commonplace in all levels of education due to simplistic tendencies and ability to connect people across the
room and across the world.
• Most popular and successful Web 2.0 tool- Wikipedia
• 82,000 active contributors on more than 17 million articles in 270 languages (Hew & Cheung, 2012).
• Hew & Cheung (2012) found during a study of five studies about the impact of using wikis on student
performance, four resulted in a positive impact with a significant difference in the impact, while the fifth
found no difference.
WEB 2.0

• Light & Polin 2010

• Over 30 educators in 22 different K-12 schools throughout the country using Web 2.0 tools
• Four categories of tools
• Create or support a virtual learning environment
• Support communication and cultivate relationships
• Resources that support teaching and learning
• Enable students to create artifacts representing what they are learning
• Numerous different apps for each category
LIGHT & POLIN, 2010 EMERGING THEMES
• Individualized learning
• Usability
• Web 2.0 can make things easier for teachers and students regardless of technology background or experience
• Teachers picked tools based on ease of use
• Communication
• Teachers are using Web 2.0 tools to create ongoing conversation among students, which appears to support deeper engagement
and learning
• Allowed students to interact with instructor both privately and publicly
• New forms of informal teacher-student communication. Teachers felt more connected to students.
• New immediate communication with parents
• Privacy issues?
WEB 2.0 LEARNING THEORIES
• Connectivism
• Formation of connections in a network and networks learn by automatically adjusting the set of connections between individual
neurons or nodes. Learning results in the ongoing development of a richer and richer neural tapestry (Reiser & Dempsey, 2018)
• Learning process is cyclical- dependent on learners’ abilities to find new information, filter out extraneous information, and share
their realizations
• Constructivism
• Learning happens from the inside out, the opposite of information processing theory which imply learners receive information from
the environment and acquires knowledge to store (Reiser & Dempsey, 2018)
• The learner actively imposes organization and meaning on the surrounding environment and constructs knowledge in the process
• Knowledge is created by each learner by the mind producing its own unique conception of events (Enonbun, 2010)
• Learners can access limitless information instantly, as well as direct their own learning
WEB 2.0 ACTIVITY

• Scribble Maps
• Allows users to mark and annotate locations of their choosing on a map, using Google Maps or maps of
their own
• Over 2000 different markers to pick from in their library
• Flags, numbers, people, vehicles, Pokémon, and more
• Users can write annotations to accompany the markers
• Ability to share and embed creation
WEB 2.0 ACTIVITY

• Target Age: Grades 3-5

• Subject: US History
• Applications: Scribble Maps and Canvas
• Necessary Tools: Computer, tablet, or smart phone
• Procedures:
• Using Scribble Maps, mark 4 different locations that were of significance to the Revolutionary War. Use different markers
for each location
• Title the location
• For each location, write a few sentences describing what happened there, discussing how it was relevant to the
Revolutionary War
• After completing all 4 locations, save your creation and post it on Canvas for your classmates to see
• Comment on at least two classmates’ post discussing the locations they picked, similarities between your maps, or any
other relevant remark.
ADVANTAGES OF WEB 2.0 IN LEARNING

• Increased learner involvement

• Accessibility
• Classroom is open 24/7
• Collaboration
• Communication

https://www.znetlive.com/blog/web-2-0/
DISADVANTAGES OF WEB 2.0 IN LEARNING

• Information overload
• Fake information
• Distractions
• Technical issues
• Developing an authentic, meaningful discussion that supported learning and engaged students’ interest
required careful selection of tools and prompts, which teachers found difficult (Light & Polin, 2010)
• Privacy Issues
RECOMMENDATIONS

• Include, but not exclusively use, educational games

• Utilize Web 2.0 tools
• Promote collaboration
• Encourage creativity
• Provide students the chance to learn about topics that interest thing
• Effectively communicate
• Be prepared for students or classes to not be able to physically attend school, but still receive a quality
education