Prensky (2005) and many others maintain that games and gaming produce an engaged experience, and that this is applicable to boys in particular. In contrast school is boring or “enraging”. So it is argued that games are therefore the best way to create innovative instructional design for boys. (Barab et al. 2006; Squire and Steinkuehler 2005)
2006-07 Digital Literacy
Boys and Digital Literacy
In the second cycle of the IBSC Action Research Program, the team embarked on the investigation of the research question: How can we improve our teaching of boys by identifying and using specific aspects of digital technology to engage boys in learning?
During the year of investigation, team members explored—often with other teachers in their schools —the use of a variety of digital tools and software that have the potential to boost student collaboration, organization, and engagement with learning.
Team members reported at the 14th IBSC Annual IBSC Conference in Boston, June, 2007.
2006-07: Digital Literacy (7 Reports)
Reports ordered alphabetically by title. Click/tap on report titles to read full report posting.
The purpose of this project was to determine if e-communication and writing through the use of wikis and Google Docs contributed to the overall quality of work and level of engagement for boys in grades six, seven, and eight. Preliminary findings suggest that the more comfortable one is with the internet, the more responsive one will be to online shared spaces.
The goal of this action research project was to develop a grade level homepage on the school’s Intranet that would enable 6th grade boys to “take charge” of their life at school. Results show that this homepage had an overall positive impact, and was successful enough that the boys requested a similar page for next year.
The purpose of the research was to develop an online space in such a way that the boys involved in the project would show improvement in skills in literacy and numeracy (especially problem solving). Engagement would also improve.
Digital learning certainly made a difference in the boys’ level of motivation and excitement about the subjects they studied. The only drawback was our own (the teachers’ and librarians’) relatively limited knowledge of technology. We had to let the boys find their own way after we gave them the tools to do it, and they seemed to have no problem figuring out the technology.
The goal of this action research project was to determine if the use of digital games and technologies improve boys' enthusiasm and exam results in Modern Foreign Languages.