Day 70: Learning Value of Pokemon Go

Source:
Doran, L. & Davis, M.R. (2016, August 2). Educators weigh learning value of Pokemon Go. Education Week. Retrieved from http://www.edweek.org/ew/articles/2016/08/03/educators-weigh-learning-value-of-pokemon-go.html

What is Sacred:
I don't know about sacred, but what I know for sure is that Pokemon Go has taken over my household. I am a proud non-user, however, my son and my husband will suddenly yell out, hey there's a (insert Pokemon name here) in the garage, etc. When my husband wants me to go to the store with him, it means that I need to co-pilot by spinning the icon at Poke stops.

So as a long time educator in middle and secondary, even if I do not play, I need to be able to understand the trends and memes and quickly incorporate this into the classroom as part of the curriculum as well as part of creating relationships, so I was interested in hearing what other educators had to say.

Connection to Current/Future Work:
I'm thinking that this definitely needs to be woven into my EDEF 345: Introduction to middle/secondary education course as well as my practicum or reading and writing across the curriculum class. I think for the reading and writing across the curriculum, we could use some of the features of Pokemon Go - the mapping, the emphasis on historical landmarks and statues in order to incorporate some of these elements in their multi-genre research project.

For the practicum course, they could go into their community that they are teaching at, find some Poke stops and tell us about it and what role/impact that stop has on their community.

Comments

Kino (an indigenous logic model): post 1 of 4

Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator. Of course it will take me 4 posts. Post 1: The honua: building on solid ground The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'ok ūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-b...

Battle of the Sexes

Ok, it's not a battle, but after being married for 20 years, I realize that there are some things that fall into the "mom's job" category, and there are some things that are strictly dad's domain. Mom's job is to find things. For 20 years I have lived in a male dominant household. The fact that the majority of the toilet seats in my house remain in the down position is a testament of the power of the one and only alpha female. However, what I can't do is teach my children (and my husband) how to do what I call "mom looking" versus "man looking." I don't need to explain this for the moms. They know exactly what I'm talking about. The guys are slower to catch on. I'll type s-l-o-w-l-y. Here's a typical "man looking" conversation: "mom! (or Cat!), where's the ______ (insert anything from socks to the car)?" "It's in the _________ (insert my instructions like refrigerator, garage, o...

5 things that teachers do when they are in all-day workshops

1. Listen attentively for 10 minutes Presenters: welcome to your worst teaching nightmare. Teachers learn how to be antsy from their students. If you have a lot of middle school teachers, expect them to act like middle schoolers, ADHD disorders and all. You have 10 minutes to hook us and we want to get up, move and be active every half hour. 2. Talk to our neighbor while the presenter is still talking This practice is a natural way for teachers to use each other as a sounding board for the connections they are making to their own teaching (or they're just gossiping). If you can't tell the difference between productive noise and idle gossip, you need to go back to the classroom and practice. 3. Text and read posts When speakers talk about another author, or another concept, we get on our smart phones and look up the links so we can expand our knowledge immediately. (Or we're blogging or catching up on our email). Don't be offended. Only kick us out if we don't realiz...

Pure Manaʻo

Search This Blog