M7: Games and Simulations

 https://www.mathplayground.com/ASB_IslandChaseSubtraction.html

I chose a math game that we use very often at my school. This website has games for almost any skill you can imagine for grades k-6. "Island Chase Subtraction" is an engaging, multiplayer online game available on Math Playground, designed to help students practice and master subtraction facts up to 12. In this wacky water race, students mentally solve subtraction problems to propel their boat forward, making it an excellent tool for developing mental math fluency. Its interactive and competitive nature, whether played as a whole group activity or independently on Google Classroom, significantly boosts student engagement. You can find the game here: Island Chase Subtraction. The visual appeal of the race and the immediate feedback on answers make it a dynamic way to reinforce mathematical concepts. This game can be seamlessly integrated into a mathematics unit focused on subtraction within 20, particularly for Grades 1 and 2, aligning with New York State Next Generation standards. I love knowing that these games directly link to the skills we need to teach young students. Our learning objectives for such a unit would include students being able to fluently subtract within 20 using mental strategies, understanding subtraction as an unknown-addend problem, and applying properties of operations as strategies to subtract. "Island Chase Subtraction" directly supports these objectives by providing repeated practice in a fun context, helping students to quickly recall subtraction facts and develop their mental arithmetic skills in a way that traditional worksheets might not. The competitive element can also encourage students to improve their speed and accuracy. There is a column at the end that shows the students accuracy, rate per minute, and missed questions so we can use this to make data informed decisions if needed as well. I can then use this to make a worksheet of commonly missed questions for students to do as practice using a strategy other than mental math or quick count on/count back strategy. 

Using games in the classroom are very helpful for students. Not only are they engaging and reach learners that have a different learning style but according to Gee and Schaffer (2010) "digital technologies-including games- are letting young people produce projects and knowledge and to participate in learning communities as never before" (p. 4). I have found that integrating games has allowed for students to build a deeper understanding and connection to the concepts we are learning about. 

To implement "Island Chase Subtraction," I would introduce it as a fun challenge, perhaps by playing a round as a whole class on an interactive whiteboard to model the gameplay and expectations. Students would then access the game independently via Google Classroom on their devices

A way to scaffold this is to partner students up so they can work together. Another way I might scaffold this is to provide students with manipulative to use. Another differentiation technique I can incorporate is a punch card. If a student is struggling with subtraction with numbers greater than 8 I can have them practice those ones more using the game and give them a punch for every time they get a certain number correct. This can help build up confidence as well. 

There are many ways I can use this to assess students literacy practices as well as the objective of subtraction facts. Beyond observing their in-game performance (speed and accuracy), I would incorporate reflective practices. Students could be asked to verbally explain their mental math strategies for specific problems, either to a peer or to me, fostering mathematical communication. They could also write short sentences about the game, developing their written mathematical literacy. Furthermore, small-group discussions after playing the game would allow me to assess their ability to articulate mathematical concepts and engage in collaborative problem-solving. Finally, traditional formative assessments, such as exit tickets requiring them to solve a few subtraction problems without the game, would gauge their retention of facts and strategies. Games require students to problem solve thus allowing for assessment easily from a game (Shaffer&Gee, p. 12, 2010). 

References: 

Shaffer, David & Gee, James. (2010). Looking where the light is bad: Video games and the future of assessment. Phi Delta Kappa International EDge. 6. 

M6 Blog

 One educational tool I would like to discuss is ClassDojo. ClassDojo is a digital communication platform designed to connect teachers, students, and parents. It supports classroom management through behavior tracking, messaging, and sharing student progress. Its interface is user-friendly, which makes it especially valuable in lower elementary settings like first grade (ClassDojo, n.d.). ClassDojo encourages informal, instant communication. Teachers and parents can message each other directly, fostering ongoing dialogue outside of traditional parent-teacher conferences. This shifts communication from periodic to continuous, supporting more proactive involvement (ClassDojo, n.d.). Teachers can post announcements, videos, or pictures, which parents can easily access through the app. This reduces reliance on paper newsletters and supports multimedia sharing. Parents consume and interact with information more visually and in real-time (Common Sense Education, n.d.. This provides multiple forms of literacy for families at home in a digital way. ClassDojo supports educational goals by reinforcing classroom culture, encouraging parental involvement, and facilitating transparent communication. As a teacher, I use it to bridge school-home connections and reinforce behavior expectations. Parents support their children by responding to updates and celebrating achievements at home. ClassDojo is safe to use in the classroom because no data is sold and it is complied with FERPA (U.S. Department of Education, 2023).. Teachers can use it to provide positive behavior reinforcement, send announcements, and share class updates with families. Students(with guidance) can personalize avatars and receive real-time feedback on their behavior and class participation. Parents can engage by viewing their child’s progress, receiving messages from the teacher, and staying updated with classroom activities (Common Sense Education, n.d.).

The next digital platform I would like to discuss is SeeSaw. Seesaw is a digital portfolio platform that allows students to create, reflect on, and share their learning. It includes multimedia tools for drawing, voice recording, video, and photo submissions. It is particularly effective for early elementary classrooms where students are emerging readers and writers (Seesaw, n.d.). Students can upload assignments, narrate drawings, or record videos explaining their learning. Teachers can review and comment on student work, assign activities, and track growth over time. Parents can receive notifications and can see their child’s work and progress in real time (Common Sense Education, n.d.). Seesaw promotes multimodal communication. Instead of just text, young learners can express understanding through voice or drawing. This is developmentally appropriate for first graders and gives parents a window into classroom learning (Seesaw, n.d.). Information is shared visually and aurally, which aligns with how young learners best absorb information. Parents can “like” or comment on posts, adding an element of social interaction that boosts student motivation (Common Sense Education, n.d.). A positive to using seesaw is it encourages creativity, supports self-expression, and builds digital skills. Students feel ownership over their learning. One downside of  Seesaw is that it requires consistent device access and may increase screen time. Seesaw is a safe technology to use in the classroom. Seesaw complies with COPPA and FERPA (U.S. Department of Education, 2023). Teachers must control who can see student posts, and parents only see their own child’s work. Student data is not sold or used for advertising.  This allows for students to develop literacy skills by a need digital creation skills and the ability to articulate their learning verbally or visually. Teachers increase their skills with digital literacies as they must curate age-appropriate content and guide students in digital reflection. Parents also build up skills needed to navigate the app to view and respond to their child’s portfolio respectfully. Seesaw aligns with educational goals by fostering reflection, documentation, and family engagement. In my classroom, I use Seesaw to capture student learning in real-time. It’s a powerful tool to showcase growth in literacy, science, and even social-emotional learning. Parents can reinforce classroom learning by discussing portfolio entries at home.

To effectively navigate and engage with platforms like ClassDojo and Seesaw, students, teachers, and parents must develop specific digital literacies. For students, especially in first grade, this includes foundational digital navigation skills, such as tapping icons, recording audio, and uploading photos or drawings. These early digital skills are crucial for participating meaningfully on Seesaw, where students express their understanding through multimodal formats (Seesaw, n.d.). In ClassDojo, students begin learning the digital representation of behavior expectations and accountability (ClassDojo, n.d.). Teachers, meanwhile, must possess both digital and media literacy to manage privacy settings, curate developmentally appropriate content, and facilitate effective communication with families (U.S. Department of Education, 2023). They also need to model responsible online interactions and safeguard student data. Parents require basic platform literacy to access student updates, interpret shared content, and engage in two-way communication with teachers. Additionally, parents benefit from media literacy to recognize credible information and engage constructively with their child’s digital learning (Common Sense Education, n.d.). Across both platforms, cultivating these literacies supports responsible use, enhances collaboration, and ensures all stakeholders contribute to a safe, supportive digital learning environment.

References: 

ClassDojo. (n.d.). ClassDojo. https://www.classdojo.com/

Common Sense Education. (n.d.). ClassDojo Review. https://www.commonsense.org/education/app/classdojo

Seesaw. (n.d.). Seesaw: The Learning Journal. https://web.seesaw.me/

U.S. Department of Education. (2023). Protecting Student Privacy. https://studentprivacy.ed.gov/

M5 Blog- Engaging students in digital based phonics instruction

 As a lower elementary teacher who is trying to create an engaging classroom for my students I am always looking for games that are learning and different ways to make it more fun for my students. I have chosen to dive deeper into incorporating digital media and literacies within phonics instruction. Phonics is such a big focus in my first grade classroom and the base of all other learning. I am focused on ways to make it engaging while still allowing for students to make phenomenal growth. As an educator I am always looking for ways to change my teaching practices and adapt to the new wave of learning and currently that is by including more technology but doing so with a purpose. I found some great sources that I have below with annotated bibliographies. 

Annotated Bibliographies

Glatz, T., Tops, W., Borleffs, E., Richardson, U., Maurits, N., Desoete, A., & Maassen, B. (2023). Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers: a cluster randomised controlled trial. PeerJ (San Francisco, CA), 11, Article e15499. https://doi.org/10.7717/peerj.15499

        The article highlights the positive role of digital components, specifically the GraphoGame-NL tool, in supporting phonics instruction for Dutch-speaking first graders. The game-based format helped improve letter-sound knowledge and reading fluency, especially in students with stronger initial phonological awareness. By embedding assessments into gameplay, the tool offered more sensitive measures of literacy progress compared to traditional paper tests. The findings suggest that digital tools like GraphoGame-NL can enhance phonics instruction when used alongside classroom teaching and adapted to students’ individual learning needs.

  Kucirkova, N., & Flewitt, R. (2020). The future-gazing potential of digital personalization in young children’s reading: views from education professionals and app designers. Early Child Development and Care, 190(2), 135–149. https://doi.org/10.1080/03004430.2018.1458718

    This qualitative study explores UK teachers' and children's app designers' perspectives on the future of digital personalization in early literacy. Using focus group interviews with 10 primary teachers and 14 digital media professionals, the authors analyze the perceived benefits and concerns of integrating personalized digital resources, such as smart toys and e-books, into children’s reading experiences. The study reveals divergent attitudes: teachers often express skepticism, particularly about diminished adult agency and data privacy, while designers see personalization as a tool to increase engagement and creativity. This research is valuable for educators, developers, and policymakers interested in balancing innovation with pedagogical and ethical considerations.

  Ok, M. W., Haggerty, N., & Whaley, A. (2021). Effects of Video Modeling Using an Augmented Reality iPad Application on Phonics Performance of Students Who Struggle with Reading. Reading & Writing Quarterly, 37(2), 101–116. https://doi.org/10.1080/10573569.2020.1723152

    This article highlights using technology on iPads as a benefit for teaching phonics instruction to those who are struggling. Video modeling (VM) is a teaching method where students learn by watching videos of others or themselves doing a task correctly. It helps students improve behavior, social skills, communication, and academics, especially those with autism or learning difficulties. VM is also useful for teaching reading skills like phonics and word recognition. Students can watch the videos as many times as needed, both at school and at home, using devices like tablets or phones. New technology like augmented reality (AR) apps makes VM more fun and interactive by combining videos with real objects.

  Potier Watkins, C., & Dehaene, S. (2024). Can a Tablet Game That Boosts Kindergarten Phonics Advance 1st Grade Reading? The Journal of Experimental Education, ahead-of-print(ahead-of-print), 1–24. https://doi.org/10.1080/00220973.2023.2173129

    This study examines the effectiveness of the Kalulu Phonics tablet game in improving early literacy skills among French kindergarten students. Using a randomized crossover design, researchers compared students using the phonics-based Kalulu game with those using a matched math version. Findings revealed that while the phonics game improved grapheme-phoneme correspondence, letter knowledge, and reading fluency in kindergarten, these gains did not translate into sustained literacy improvements by mid–1st grade. The study highlights the potential of early digital phonics tools to boost foundational skills but cautions that without integration into broader classroom literacy instruction, long-term effects may be limited.

  Syal, S., & Nietfeld, J. L. (2024). Examining the Effects of a Game-Based Learning Environment on Fifth Graders’ Reading Comprehension and Reading Motivation. Journal of Educational Psychology, 116(5), 805–819. https://doi.org/10.1037/edu0000874

    This study investigates the impact of a game-based learning environment (GBLE) on fifth graders' reading comprehension and motivation. Using a quasi-experimental design, 234 students were assigned to either a GBLE ("Missions with Monty") or a non-gamified computer-based program for six weeks. The findings indicate that students in the GBLE group showed significantly greater improvements in reading comprehension, intrinsic motivation for reading, and curiosity compared to the control group. The authors conclude that GBLEs can be an effective tool for fostering digital expository text comprehension, especially for struggling and unmotivated readers, by addressing both motivational and strategic aspects of reading.