Jake McGlone
Pre-Service Teacher
Artefact 1: 'Machinima' Math Video
Standards Met
3.4.1 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
1.2.1 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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The first artefact I present is a 4 minute YouTube video I created using the video game 'Minecraft'. it was created as a resource to be used within an introductory lesson on the statistics and probability strand of the syllabus, specifically chance and probability. This resource reflects my 21st century learning style. I created this video to aid in the understanding of , the sometimes abstract, concept of chance and probability. As students can often become dissuaded with the presentation of maths lessons and work sheets this video is a fun engaging resource that aids in fundamental learning (1.2.1).
The choice of Minecraft as the videos medium was a deliberate one. Minecraft is a game that can teach students various fields related to STEM fields, such as coding, developing, and wiring (Williams, 2008). As well as being a fun and engaging game, this allows the students to be more receptive to a video based around Minecraft (3.4.1). With devices gaining a mainstream appeal in schools, the exclusivity and elitist views on technology begin to dwindle. Making it a more readily available tool at the disposal of educators.
After creating this video for university I had the opportunity to use it in a year 5 classroom as a high impact opener. The response from the students was immediate and positive. In paticular a student that was on the autism spectrum found the terminology being used, that related to the game Minecraft, much easier and more fun to understand. I feel this engagement helped the students to grasp the concept and seeing their faces enthralled whilst the video played informed that assumption.
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ICT incorporation within a classroom is a large part of my personal teaching pedagogy and it is resources such as this one that highlight the true beneficial nature of embracing available technology. In the past such technology was summarised as "pointless and nothing but a drain on society" (Açıkalı 2009). The success of such a resource debunks these thoughts and supplants it with the concept of engaged and driven lessons capturing the attention of students and facilitating their ability to understand and grow.
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