EDUC 730 Blog Post
According to Maine State Law, “Maine Native American history and culture must be taught in all elementary and secondary schools, both public and private” (Maine State Legislature, 2001, p. 1). Although this blog is aimed at high school teachers, it could be adapted to elementary school teachers to help satisfy the state law requirement. The state provides a list of suggested primary source materials for K-12, however, there are low-cost supplemental digital applications that teachers can use to create interactive and engaging lesson plans. The Maine Wabanaki Tribes (Micmac, Maliseet, Abanaki, Penobscot, and Passamaquoddy) speak an Algonquin dialect. Digital Game-Based Learning (DGBL) is effective for learning about other cultures and languages (Schrum & Sumerfield, 2018).
Like most professions, the teacher’s role in the twenty-first century has changed to reflect the evolving needs of the student and the culture. Societal changes, such as those mandated by public law, drive changes in industry and education. For example, Maine teachers in both public and private schools are required to teach Algonquin-language Native American history and culture. Educators must acknowledge that modern students are digital natives because they grew up with technology whereas many educators are digital immigrants because they grew up without technology. Therefore, a successful lesson plan for digital immigrants should exploit technology like digital applications like AnswerGarden, Quizizz, or Kahoot to augment existing lesson materials (Kesharwani, 2020). A free sample Kahoot for learning Passamaquoddy Legends that teachers can use to have students interact is here: https://create.kahoot.it/details/8e4d...
There are several advantages to using digital technology tools. Educators in Maine’s K-12 schools can increase student engagement by adapting the teaching beyond the approved Native American sources using digital applications. There can be several years between published textbook editions with known updates or corrections. Augmenting hardcopy sources with digital applications like AnswerGarden, Quizizz, and Kahoot mitigate the incongruity. The teacher’s role traverses outside a simple consumer toward an active participant in maintaining curriculum accuracy by providing supplemental resources and updated information to compensate. In addition, educators embracing digital technology in the classroom have the opportunity of teaching students safe and responsible online behaviors as worldwide digital citizens (Tang, Lin, & Qian, 2020). Current classroom network connectivity in Maine schools is sufficient to implement these web-based digital applications.
Learning from the past is critical to a hopeful future. For instance, education initiatives in the past suffered from cultural differences between the native populations of North American and European colonists. This is highlighted by the letter the Iroquois Confederacy sent to Benjamin Franklin in 1784. From a Native American perspective, the European-style education made their young people “totally good for nothing” whereas the Iroquois counteroffered to educate the Anglo-American boys to “make Men of them” (Smith, 2020, p. 140). The Passamaquoddy Tribe in Maine, for instance, had European-style schools established in the early 20th century. Operated by the Covenant of the Sisters of Mercy, the two elementary schools were not secular nor did they initially propagate Native culture (Sockabasin, 2007). Although the number of native speakers has dwindled, the Passamaquoddy-controlled schools recently revived their language and reinvigorated their culture “via oral traditions and expressions including songs, poems, prayers, and dances” (Cook & Leland, 2021, p. x).
The obvious disadvantage to using digital technology tools is cost. One method to overcome this challenge is for teachers to implement open educational resources (OER). The United Nations Educational, Scientific and Cultural Organization defined OER as “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (Tang et al., 2020, p. 2259). OER permits educators to maintain, recycle, modify, and redistribute open-licensed resources cost-free and is approved by the United States Department of Education. Research indicates that students and teachers preferred OER textbooks due to their flexibility and customizability with increased student motivation and self-efficacy. Proponents assert that OER also empowers educators as digital technology role models (Tang et al., 2020).
Another disadvantage is the K-12 teacher’s digital technology aptitude. Technological developments are continuous occurrences, and some teachers may not attain or maintain working competency. Although the impact of digital technology is undeniably revolutionary, a more productive argument shifts the digital student paradigm to focus on all generations’ digital competency, not the superficial younger versus older dichotomy (Kesharwani, 2020). Digital technology inevitably changes how educators teach but knowing how to conduct an internet search or completing a digital application is not the same as mastering the subject. For example, mastery of content implies the student is independently capable of applying a lesson’s concepts in a real-world environment (Koonce, 2021). Game-based learning is inherently more interactive than a traditional textbook or passive video presentation. A competitive gaming format encourages students to discover unfamiliar subjects (Nguyen, 2021).
Digital applications like AnswerGarden and Quizizz implement game theory to create an interactive interface with rewards for correct answers, social engagement, and friendly classroom competition. Researchers have found augmenting traditional learning with interactive and integrated digital game-based learning in the classroom increases student participation, encourages socialization, promotes emotional learning, and induces risk-taking (Nguyen, 2021; Schrum & Sumerfield, 2018). For example, digital education games have been shown to positively impact student attitudes about learning new material while simultaneously increasing academic scores. Another advantage of using game-based learning is improved student focus and attention. Similarly, game-based learning assists students with learning disabilities such as dyslexia by improving spatial attention. A major disadvantage to game-based learning, however, is that teachers must carefully plan digital games to support relevant learning objectives which satisfy the Maine State learning requirement (Nguyen, 2021).
Maine teachers can utilize digital games to effectively educate elementary and high school students because it influences one’s motivation to learn. Research has shown that motivation increases when there is an endogenous (or natural) relationship between the subject matter being taught and the game content being presented. An intentional endogenous game introduced by an educator enhances meaningfulness and facilitates a student’s long-term memory storage. Arbitrary games, on the other hand, have been shown to decrease student motivation and negatively impact focus because it does not naturally correlate with the subject matter being taught. Digital games have been shown to increase student learning more than their non-game counterparts. For instance, researchers found interactive video games increase intention, resilience, mood management, and prosocial behavior” (Schunk, 2020, p. 296).
Parents and educators have a Christian duty to educate and protect God’s children. The relationship between educator and student is a social contract between stakeholders - not only with the student but with the student’s parents. Paul warns of false teachers instructing the followers of Christ to stand firm by not participating in ungodly discourse. In his letter to Timothy, Paul stresses that servants of the Lord should “Flee also youthful lusts: but follow righteousness, faith, charity, peace, with them that call on the Lord out of a pure heart. But foolish and unlearned questions avoid, knowing that they do gender strifes” (King James Bible, 1769/n.d., 2 Timothy 2: 17-24). The biblical worldview perspective on the topic of children specifically is a protective and nurturing one. Educators assume a similar role in their interactions with their students regardless of digital pedigree. Students are motivated by competition and achievement. Therefore, the literature suggests that teachers who enhance traditional learning with interactive games increased student participation, encouraged socialization, and promoted long-term learning (Schrum & Sumerfield, 2018; Schunk, 2020).
References
Cook, M. & Leland, C. (2021). Passamaquoddy Legends: Glooskap, Lox, Master Rabbit, and other tales. KDP Publications.
Kesharwani, A. (2020). Do (how) digital natives adopt a new technology differently than digital immigrants? A longitudinal study. Information & Management, 57(2), 103170. https://doi.org/10.1016/j.im.2019.103170
King James Bible. (n.d.). King James Bible Online. https://www.kingjamesbibleonline.org (Original work published 1769).
Koonce, G. (2021). Issues and Trends in Educational Leadership. McGraw-Hill Create.
Maine State Legislature. (2001, January 25). 120th Maine Legislature, first regular session. LD 291, HP 255, Text and Status, 120th Legislature, First Regular Session. http://www.mainelegislature.org/legis...
Nguyen, H. P. (2021, March 26). How to use gameplay to enhance classroom learning. Edutopia. https://www.edutopia.org/article/how-...
Schrum, L., & Sumerfield, S. (2018). Learning supercharged: Digital Age Strategies and insights from the edtech frontier. International Society for Technology in Education.
Schunk, D. H. (2020). In Learning theories: An educational perspective (8th ed.). Pearson.
Sockabasin, A. J. (2007). An upriver passamaquoddy. Tilbury House Publishers.
Shinnecock Nation. (n.d.). Who we are. Retrieved May 26, 2023, from https://www.shinnecock-nsn.gov/who-we...
Smith, S. J. (2020). Windows into the history and philosophy of Education. Kendall Hunt.
Tang, H., Lin, Y., & Qian, Y. (2020). Understanding K‐12 teachers’ intention to adopt open educational resources: A mixed methods inquiry. British Journal of Educational Technology, 51(6), 2558-2572. https://doi.org/10.1111/bjet.12937
Like most professions, the teacher’s role in the twenty-first century has changed to reflect the evolving needs of the student and the culture. Societal changes, such as those mandated by public law, drive changes in industry and education. For example, Maine teachers in both public and private schools are required to teach Algonquin-language Native American history and culture. Educators must acknowledge that modern students are digital natives because they grew up with technology whereas many educators are digital immigrants because they grew up without technology. Therefore, a successful lesson plan for digital immigrants should exploit technology like digital applications like AnswerGarden, Quizizz, or Kahoot to augment existing lesson materials (Kesharwani, 2020). A free sample Kahoot for learning Passamaquoddy Legends that teachers can use to have students interact is here: https://create.kahoot.it/details/8e4d...
There are several advantages to using digital technology tools. Educators in Maine’s K-12 schools can increase student engagement by adapting the teaching beyond the approved Native American sources using digital applications. There can be several years between published textbook editions with known updates or corrections. Augmenting hardcopy sources with digital applications like AnswerGarden, Quizizz, and Kahoot mitigate the incongruity. The teacher’s role traverses outside a simple consumer toward an active participant in maintaining curriculum accuracy by providing supplemental resources and updated information to compensate. In addition, educators embracing digital technology in the classroom have the opportunity of teaching students safe and responsible online behaviors as worldwide digital citizens (Tang, Lin, & Qian, 2020). Current classroom network connectivity in Maine schools is sufficient to implement these web-based digital applications.
Learning from the past is critical to a hopeful future. For instance, education initiatives in the past suffered from cultural differences between the native populations of North American and European colonists. This is highlighted by the letter the Iroquois Confederacy sent to Benjamin Franklin in 1784. From a Native American perspective, the European-style education made their young people “totally good for nothing” whereas the Iroquois counteroffered to educate the Anglo-American boys to “make Men of them” (Smith, 2020, p. 140). The Passamaquoddy Tribe in Maine, for instance, had European-style schools established in the early 20th century. Operated by the Covenant of the Sisters of Mercy, the two elementary schools were not secular nor did they initially propagate Native culture (Sockabasin, 2007). Although the number of native speakers has dwindled, the Passamaquoddy-controlled schools recently revived their language and reinvigorated their culture “via oral traditions and expressions including songs, poems, prayers, and dances” (Cook & Leland, 2021, p. x).
The obvious disadvantage to using digital technology tools is cost. One method to overcome this challenge is for teachers to implement open educational resources (OER). The United Nations Educational, Scientific and Cultural Organization defined OER as “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (Tang et al., 2020, p. 2259). OER permits educators to maintain, recycle, modify, and redistribute open-licensed resources cost-free and is approved by the United States Department of Education. Research indicates that students and teachers preferred OER textbooks due to their flexibility and customizability with increased student motivation and self-efficacy. Proponents assert that OER also empowers educators as digital technology role models (Tang et al., 2020).
Another disadvantage is the K-12 teacher’s digital technology aptitude. Technological developments are continuous occurrences, and some teachers may not attain or maintain working competency. Although the impact of digital technology is undeniably revolutionary, a more productive argument shifts the digital student paradigm to focus on all generations’ digital competency, not the superficial younger versus older dichotomy (Kesharwani, 2020). Digital technology inevitably changes how educators teach but knowing how to conduct an internet search or completing a digital application is not the same as mastering the subject. For example, mastery of content implies the student is independently capable of applying a lesson’s concepts in a real-world environment (Koonce, 2021). Game-based learning is inherently more interactive than a traditional textbook or passive video presentation. A competitive gaming format encourages students to discover unfamiliar subjects (Nguyen, 2021).
Digital applications like AnswerGarden and Quizizz implement game theory to create an interactive interface with rewards for correct answers, social engagement, and friendly classroom competition. Researchers have found augmenting traditional learning with interactive and integrated digital game-based learning in the classroom increases student participation, encourages socialization, promotes emotional learning, and induces risk-taking (Nguyen, 2021; Schrum & Sumerfield, 2018). For example, digital education games have been shown to positively impact student attitudes about learning new material while simultaneously increasing academic scores. Another advantage of using game-based learning is improved student focus and attention. Similarly, game-based learning assists students with learning disabilities such as dyslexia by improving spatial attention. A major disadvantage to game-based learning, however, is that teachers must carefully plan digital games to support relevant learning objectives which satisfy the Maine State learning requirement (Nguyen, 2021).
Maine teachers can utilize digital games to effectively educate elementary and high school students because it influences one’s motivation to learn. Research has shown that motivation increases when there is an endogenous (or natural) relationship between the subject matter being taught and the game content being presented. An intentional endogenous game introduced by an educator enhances meaningfulness and facilitates a student’s long-term memory storage. Arbitrary games, on the other hand, have been shown to decrease student motivation and negatively impact focus because it does not naturally correlate with the subject matter being taught. Digital games have been shown to increase student learning more than their non-game counterparts. For instance, researchers found interactive video games increase intention, resilience, mood management, and prosocial behavior” (Schunk, 2020, p. 296).
Parents and educators have a Christian duty to educate and protect God’s children. The relationship between educator and student is a social contract between stakeholders - not only with the student but with the student’s parents. Paul warns of false teachers instructing the followers of Christ to stand firm by not participating in ungodly discourse. In his letter to Timothy, Paul stresses that servants of the Lord should “Flee also youthful lusts: but follow righteousness, faith, charity, peace, with them that call on the Lord out of a pure heart. But foolish and unlearned questions avoid, knowing that they do gender strifes” (King James Bible, 1769/n.d., 2 Timothy 2: 17-24). The biblical worldview perspective on the topic of children specifically is a protective and nurturing one. Educators assume a similar role in their interactions with their students regardless of digital pedigree. Students are motivated by competition and achievement. Therefore, the literature suggests that teachers who enhance traditional learning with interactive games increased student participation, encouraged socialization, and promoted long-term learning (Schrum & Sumerfield, 2018; Schunk, 2020).
References
Cook, M. & Leland, C. (2021). Passamaquoddy Legends: Glooskap, Lox, Master Rabbit, and other tales. KDP Publications.
Kesharwani, A. (2020). Do (how) digital natives adopt a new technology differently than digital immigrants? A longitudinal study. Information & Management, 57(2), 103170. https://doi.org/10.1016/j.im.2019.103170
King James Bible. (n.d.). King James Bible Online. https://www.kingjamesbibleonline.org (Original work published 1769).
Koonce, G. (2021). Issues and Trends in Educational Leadership. McGraw-Hill Create.
Maine State Legislature. (2001, January 25). 120th Maine Legislature, first regular session. LD 291, HP 255, Text and Status, 120th Legislature, First Regular Session. http://www.mainelegislature.org/legis...
Nguyen, H. P. (2021, March 26). How to use gameplay to enhance classroom learning. Edutopia. https://www.edutopia.org/article/how-...
Schrum, L., & Sumerfield, S. (2018). Learning supercharged: Digital Age Strategies and insights from the edtech frontier. International Society for Technology in Education.
Schunk, D. H. (2020). In Learning theories: An educational perspective (8th ed.). Pearson.
Sockabasin, A. J. (2007). An upriver passamaquoddy. Tilbury House Publishers.
Shinnecock Nation. (n.d.). Who we are. Retrieved May 26, 2023, from https://www.shinnecock-nsn.gov/who-we...
Smith, S. J. (2020). Windows into the history and philosophy of Education. Kendall Hunt.
Tang, H., Lin, Y., & Qian, Y. (2020). Understanding K‐12 teachers’ intention to adopt open educational resources: A mixed methods inquiry. British Journal of Educational Technology, 51(6), 2558-2572. https://doi.org/10.1111/bjet.12937
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