EDUC 730 Interactivity and Engagement - INTESO

docx

School

Liberty University *

*We aren’t endorsed by this school

Course

730

Subject

English

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by CoachRamMaster1420

EDUC 730 I NTERACTIVITY AND E NGAGEMENT B LOG P OST Target Audience and Sector Middle and High School Youth Group Teachers Applications Selected Name of Application Link to Application Thinglink https://www.thinglink.com/home Quizizz https://quizizz.com/?lng=en Kahoot! https://kahoot.com/ Blog Post and Hosting Service Name of Blog Hosting Service Link to Your Blog Post WIX https://manage.wix.com/dashboard/68a371ca- d5cd-4792-bb4f-891c08f6f20a/blog/ 6af9a9fc-fdc4-4cbf-a89f-9386f4d41018/edit? tab=published&lang=en Link to the interactive asset you created to use with your learners https://www.thinglink.com/card/1807946221344522917 Blog Post I have been a Sunday school teacher and youth leader for over 20 years. I use this verse by Timothy as a reason for the importance of learning scripture, "All scripture is breathed out by God and profitable for teaching, for reproof, for correction, and training in righteousness, that the man of God may be complete, equipped for every good work" (New I nternational Version, 1984/1973, 2 Timothy 3:16-17). The response from the students is, "But it's sooooo booorrring," complete with dramatic sighs, body slumping, and eye rolls. Over the years, I have incorporated games, competitions, snacks, prizes, and enthusiasm to engage these young darlings as they begin their Christian journeys. Christian youth education is what I do for fun. I work in higher education and have used gamification and game-based learning in my courses. I have incorporated some of these methods into my church teachings in recent years. Why not? God has fun. Look at all the parties and dancing in the Bible; then there is the

EDUC 730 platypus and the blobfish. I have not stopped using other methods for instruction. I just decided to use more of the tools available to me. We are in a technology-rich time. Digital technology is embedded in our everyday lives, from smartwatches and cars to our Alexa and cell phones. Incorporating advanced technology and game-based learning into the classroom is a logical progression. The emphasis is on increased engagement and interactivity with the material being presented. Interactive platforms, multimedia software, hands-on activities, and interactive hardware have increased student learning and engagement with their educational material, other students, and instructors (Frith, 2023). The greater the engagement in the classroom, the more invested students become in learning and the better they perform (Martin & Bolliger, 2018). Another advantage to gamification is the ability to assess the efficacy of lessons in real-time through game-based activities. Teachers can use this information to immediately determine any corrective measures needed (Stoian et al., 2022). Some challenges to implementing game-based learning in our classrooms include access to technology, time constraints, and choosing the appropriate online game-based activities. (Vodenicharova, 2022). We live in an age where most churches have the Internet, and according to Statista, as of 2023, 92% of Americans will have access to the Internet (Petrosyan, 2023). When considering time for learning how to use the tools available, most sites have tutorials, and there are many step-by-step videos on YouTube to help educators with setup and implementation. Many game-based learning sites are available that can be used with minimal effort beyond what we, as educators, do to prepare. I have listed a few here with an example of what I have used in my classroom for teaching a series I call Anatomy of the Bible. As Christians given the gift to teach, is not engagement in learning the Word and following

EDUC 730 God's instruction what we seek for our young believers? If utilizing technology assists us in fulfilling God's purpose, then why not incorporate it into our Sunday school and youth programs? Quizizz: Create quizzes and assessment lessons. This platform requires the Internet to create quizzes, lessons, and class participants. The platform can be accessed and used on personal computers, tablets, or cell phones. An added benefit is that a student can participate without a Quizizz account. Quizizz offers a primary option with free and limited capabilities for the instructor and is free for students to participate. Premium features and subscription plans are also available for educators and institutions looking for additional functionality. The site works with Android, Windows, and IOS systems. The instructor can import images and files from their Google Drive and cloud. The site offers many sample lessons and quizzes for review. Furthermore, there are reports evaluating the toughness of questions and individual progress. There is also a help center and community board for assistance with development and use. For the students, they can participate at home or in class. There are game-like features, such as avatars and leadership boards, to encourage competition and create a desire to learn (Quizizz, 2024). Kahoot!: Create quizzes, assignments, and escape rooms. This platform requires Internet to create quizzes, assignments, and for class participants. The platform can be accessed and used on personal computers, tablets, or cell phones. Kahoot has an app that makes it easy to access from cell phones and tablets. Kahoot offers a primary option with free and limited capabilities for the instructor and is free for students to participate. Premium features and subscription plans are also available for educators and institutions looking for additional functionality. The site works with Android, Windows, and IOS systems. The instructor can import images and

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

EDUC 730 files from their Google Drive and cloud. The site offers many sample assignments, escape rooms, and quizzes for review or purchase. There are also many instructor and business resources available for free. Paid subscriptions also offer live support. Kahoot incorporates gamification elements like points, leaderboards, and a competitive format to make learning more enjoyable. It also supports collaborative play, letting students work together in a team or compete in a quiz format. Kahoot is designed to be used by the students in the classroom (Kahoot, 2024). ThingLink: Create lessons, assignments, scenario boards, virtual tours, interactive presentations, and escape rooms. T his platform requires Internet to create quizzes, assignments, and for class participants. The platform can be accessed and used on personal computers, tablets, or cell phones. ThingLink has an app that makes it easy to access from cellphones and tablets. ThingLink offers a primary option with free and limited capabilities for the instructor and is free for students to participate. Premium features and subscription plans are also available for educators and institutions looking for additional functionality. The site works with Android, Windows, and IOS systems. The instructor can import images and files from their Google Drive and cloud as needed. The site offers many samples of what can be created and tutorials for designing your own. They also provide creator courses. Simple creations can be made, but ThingLink offers various student engagement options. Your students may be unable to go to Jerusalem, but you can create a virtual tour. This site has much to offer, and it will take more time and learning to develop some featured activities. However, there are a lot of step-by-step tutorials and a stocked learning center for the instructors. ThingLink is designed to enhance interactive learning experiences. Educators can create interactive lessons or assignments, embedding additional information, links, or videos

EDUC 730 within images or videos. ThingLink supports collaboration, allowing multiple users to contribute to or edit interactive content. This can benefit group projects or collaborative learning activities (Thinglink, 2024). There are several benefits to gamification and game-based learning in church classrooms. Research supports the use of these methods for engagement. When I use activities that the students enjoy and are relevant to them, I have found that they are excited about learning the material. Interactive games increase competitiveness, which only means they remember God's word and biblical knowledge more. With the addition of real-time results, I can correct and reiterate necessary concepts. I have had great success with Kahoot! and Quizziz and have only begun to explore the possibilities of ThingLink, but I am excited to learn and use more. This is an area where I have not seen many churches go, but it doesn't mean we should not or cannot. Technology is a tool that we can use to honor and glorify God. An example can be found here: https://www.thinglink.com/card/1807946221344522917

EDUC 730 References Frith, K. H. (2023). Technologies can promote classroom engagement. Nursing Education Perspectives , 44 (2), 134–134. https://doi.org/10.1097/01.nep.0000000000001099 Kahoot! (2024). Kahoot! https://create.kahoot.it/discover Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the Online Learning Environment. Online Learning , 22 (1). https://doi.org/10.24059/olj.v22i1.1 092 New International Version . (1984). Zondervan. (Originally work published 1973) https://www.biblegateway.com/passage/?Links to an external site. Links to an external site. search=ephesians+5%3A18&version=NIVLinks to an external site. Petrosyan, A. (2023, February 20). Internet penetration United States 2023 . Statista. https://www.statista.com/statistics/209117/us-internet-penetration/#:~:text=As%20of %202023%2C%20approximately%2092,nearly%2075%20percent%20in%202012 . Quizizz. (2024). Free online quizzes, lessons, activities and homework . Quizizz. https://quizizz.com/? lng=en Stoian, C. E., Fărcașiu, M. A., Dragomir, G.-M., & Gherheș, V. (2022). Transition from online to face- to-face education after COVID-19: The benefits of online education from students' perspective. Sustainability , 14 (19), 12812. https://doi.org/10.3390/su141912812 Thinglink. (2024). ThingLink: Login . Main page. https://www.thinglink.com/learning-center Vodenicharova, M. (2022). Gamed-based learning in higher education. TEM Journal , 779–790. https://doi.org/10.18421/tem112-35

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

EDUC 730

EDUC 730 Interactivity and Engagement - INTESO

Related Documents