Journal #10

“High-Tech Simulations Linked to Learning” by Katie Ash

With the advances in technology, there is an emerging movement in education to use digital games and simulations in the classroom. The purpose being to prepare students toe become members of a technology-savvy world. Although the views on this are quite mixed, there is a high school in Arizona to be the host of the first Situated Multimedia Arts Learning Lab, or SMALLab. In this lab, students act out scientific concepts on a 15 by 15 foot mat. While acting out the concepts, the students hold glow balls that are detected by video cameras, mounted in the corners of the room. The cameras record the students’ movements and provide immediate audio and visual feedback. The mat is open on all sides allowing the entire class to participate. David Birchfield, an assistant professor in the arts, media and engineering program at Arizona State University, is the leader of the SMALLab project. He says the goal of SMALLab is to merge new technologies and education. Experts warn that digital media should only be used to improve upon lessons and concepts in learning; it should not be used purely because it is new and exciting. Initial testing has shown an overall increase in the students’ grades, those that participate in the SMALLab. Test scores in comprehension showed a dramatic increase, as did those of low achieving students. Part of the success of SMALL is credited to teacher involvement in the developing of lesson plans. The teachers were there for the initial design and they continue to work closely with the SMALLab team.

Question #1
What part of the SMALLab activities might be affecting the increase in scores for comprehension?

The activities in SMALLab offer the students a new way of learning, learning through physical movement and representations. According to the Theory of Multiple Intelligences, people learn in seven different ways, many of which are not used in the traditional classroom setting. Explaining math theories using physical and visual movement activates an area in the brain, that normally is dormant during traditional classroom activities.

Question #2
This all sounds great, but how is this realistic for middle to low-income students?

Schools in poor areas are probably not going to have the luxury of SMALLabs anytime soon. However, teachers can still create activities based upon the SMALLab. For instance, students could use video cameras to record one another, acting out the math concepts, and the footage could be used in class with a basic VCR and television. Without the digital media, the activity still takes the students out of the classroom, offers a way to learn through physical action and lets the students become an active participant in the lesson.

Ash, K. (April 2009). High Tech Simulations Linked to Learning. Education Week Org., Retrieved April 9, 2009, from http://www.edweek.org/ew/articles/2009/04/08/28games_ep.h28.html?tkn=OYLFzRraWD3d4UwbmE91PvIWc27zCbACcCGn