Emerging Technologies for 8th Grade ELA

I will be the first to admit, when I first heard of gaming in the classroom, my mind was flooded with negative responses.   “They already are gaming at home, why do they need it at school?” “Won’t this just foster an environment that leads to even shorter attention spans?”   According to Stephanie Chen (2016), the answer is no.   In her article, Classroom Gaming: What It Isn’t, What It Is, and How to Do It Right (2016), she debunks many common myths associated with gaming in the classroom.   In regards to my misconceptions, she states that rather than trying to lead students away from gaming we should be engaging in their interests and benefiting where we can.   She continues to explain how gaming can possibly increase attention spans, rather than shorten them, and how gaming “may boost multi-tasking skills, activate neurons, and increase brain connectivity responsible for tasks such as planning, memory formation, and special navigation” (Chen, 2016). ...

Working towards creating collaborative lessons provides me with the time to reflect on what I already do in my classroom, and how I can make it more student-centered and collaborative.   Looking at the resources and tools I already have for my use, I am instantly drawn towards Google Docs.   My students are already very well-familiarized with the tool and enjoy using it for learning purposes.   However, as of now, most have only utilized it for the purpose of writing an assignment and turning it in via Canvas.   Few have used it in a true collaborative nature.   They’ve already dipped their toes into the water; why not use this as an opportunity to fully submerge them in the educational advantages of online collaboration?!   My students are assigned a Literary Analysis Essay three times throughout the year.   They are provided with a list of prompts, select one they want to answer, and work through the writing process.   In a prev...