Technology product – cross- curriculum card game Hayden So

A germ of an idea  I wanted to extend the possibilities of my resource from 612  I really enjoyed learning about SOLO and other forms of educational pedagogy.  I knew my own limits in terms of dealing with hard materials.  I had a personal interest in some of the subjects I’ll be talking about today.  This was an opportunity to do further research

Changes occur  Original idea – create a simple board game  Visual diary shows a few examples  Went to New Lynn Library where they have game nights on Fridays  Having a board game initially was very appealing and I knew that the students would love them  Changed to being a card game  No free time on practicum – probably focused too much on teaching  Gave me sufficient amount of time to modify my idea.  The point of the game would remain the same.

Why all this flexibility?  Teaching for most people is a personal experience.  Teachers like to see their students as being theirs.  Bringing flexibility into this game and allowing classes to personalize the experience even further will be beneficial for the whole class  Individual teachers will be the ones who know most about their students and the curriculum area.  They are the ones will access to the resources  They know what the students will need to work on in the future  They understand what needs to be done in order to receive an appropriate grade  By working collaboratively and in cooperation with one another, students are meeting many of the key competencies in the NZC.  There needs to be a forum whereby changes can be made  Self-evaluation forms  Online discussion forums – intranet

Linking with the curriculum  Besides the technology curriculum, a major positive about this product is that the collaborative nature of the project allows students to work on nearly all the key competencies.  Regarding different curriculum subjects, since any teacher can create these cards using Excel and Microsoft Word, they can be used in any curriculum area.  Cooperation is necessary not only between students and teachers, but among the student population itself.  They need to cooperate to help the quality of the game stay top- notch.

Planning for practice

Designing the brief  Identification of need/opportunity  Stakeholder  Attribute  Specification  Fitness for purpose

Let’s look at the process

What resources did I use?

Looking at the end of the process

Finally, creating the dice

The final dice?

Evaluation – how did it go? Tested in front of my accounting class and asked various stakeholders in different curriculum areas throughout the process Tested in front of my accounting class and asked various stakeholders in different curriculum areas throughout the process Generally positive feedback Generally positive feedback They liked the fact it was flexible and not very expensive to create They liked the fact it was flexible and not very expensive to create For accounting though, they did say that there weren't enough excellence-level questions For accounting though, they did say that there weren't enough excellence-level questions Probably more suited just for senior students because students need to be very motivated and engaged to begin with Probably more suited just for senior students because students need to be very motivated and engaged to begin with