EDUC 6715 New and Emerging Technologies allowed me to analyze up and coming digital tools and resources, like Multi-User Virtual Environments (MUVEs), online gaming, and online modules. I was most inspired by the power of MUVEs in the classroom. Planning and implementing MUVEs challenges me to learn more about the virtual world and how it can engage my students, while improving 21st century skills. Atkinson outlines four principles of instruction for virtual worlds: immersion, interaction, identity, and integration (p. 32).
The MUVE I found applicable to my students was www.whyville.net and how it will support content learning and facilitate instructional agents. I was able to find several content standards that can be applied in the Whyville community. The Whyville News provides students’ the opportunity to write creative articles, how-to articles, and letters to the editor. What a great way to integrate the various types of writing my students will encounter throughout their lives (Atkinson, 2009, p. 31)! Like most MUVEs, Whyville also provides students with a salary and tokens for completed activities. This will strengthen their real-world math skills by maintaining a budget.
MUVEs also supply teachers and students the chance to be immersed in the online world, interact and identify with people around the world, and integrate content standards through a game-like simulation (Atkinson, 2009, p. 31). These four principles are paramount to prepare students for 21st century life and workforce.
This is my final Walden course, and I have learned so much about technology and digital tools. I have increased my reading of professional blogs to continue learning about new technologies. Since technology is also changing and evolving, I am motivated to continue learning and growing as a technology consumer. I am excited about my future in my classroom and in my school. Keeping my fingers crossed for a technology position to open up!
Atkinson, T. (2009). Second life for educators: Teaching and learning. TechTrends: Linking Research & Practice to Improve Learning, 53(3), 30–32
