Major Project - Summary of Learning

So, here we are.  At the end...what did  I learn from this major project?

To start, I did actually learn some French.  What a surprise. 👍As I was translating Complainte de la Butte, it became clear to me that I actually understand sentence structure.  I knew luna was moon and that it was a noun.  As I was translating, it became clear to me what were proper names and should be left untranslated.  However, I obviously still struggle with understanding the spoken word.  As my post on the Daffy Duck cartoon illustrates, I am only able to pick out a few phrases here and there.

However, I did learn more than just French.  I enjoyed facing challenges and then figuring out how to use technology to solve them.  I wanted to translate a song and found a tool that allowed me to embed a translation into the Youtube video of the song.  I wanted to provide side by side translations and Google documents allowed me to do that.  A project like this allows you to see how technology can provide opportunities to help solve problems.  Once you have a tool belt of online goodies, you can choose the ones that fit in a situation.

"Always the mobile" by Uitleg & tekst licensed under CC BY 2.0

I also enjoyed the more authentic learning tasks that I undertook.  Though Duolingo provided a great foundation, it is not really what I wanted.  I am not necessarily concerned about being able to be fluent in French.  However, it was a hoot to watch a Daffy Duck cartoon in French.  My Moliere project demonstrated how Wilbur's translation mimics the actual rhyme scheme of the original French.  That was something I was not aware of, but my time in translation made very clear.  Finally, to take a song that I already loved and learn about its imagery was such fun.  This is a great reminder to keep authentic assignments and assessments in the classroom.

In the end, I enjoyed this project.  I certainly know more French now that I did when I started.  However, I would consider redesigning the project, slightly.  To keep me engaged, I would have thought of a few more authentic translation assignments.  I seemed to get the most out of those types of assignments.  I also would have liked to have built a few assignments about learning French culture.  What do I know of modern France?  What do I know of its geography?  I would have loved to have baked some French bread and enjoyed French cheese and wine with it.  Hopefully, though, this is just a first step to becoming a bona fide Francophile.

"Paris" by Moyan Brenn licensed under CC BY 2.0

Vive la France!  💕

Daffy Duck en francais

So, as one of my final posts, I wanted to see how far I had come.  Has any of this French actually stuck with me?  What did I actually understand?

So, I decided to watch a short cartoon in French and see how much I could understand.  I settled on a Daffy Duck Cartoon called Yankee Doodle Daffy.

I generally followed what was going on.  It helps that it was a cartoon that is built around slapstick humor.  Porky Pig is a casting director who is trying to leave work early to go golfing.  Before he can rush out the door, Daffy Duck scoops him up and pushes him back into his office.  Daffy then spends the rest of the episode doing performances to try to convince Porky that he ought to be cast in the show.

A few interesting things that I noted.  First, I think it is worth noting that the dialogue had been dubbed into French; however the songs that Daffy sang still remained in the original English.  I wonder if there was an artistic reason for this or if it was just a cheaper way to get the cartoon quickly dubbed.  I struggled immensely with actually understanding the dialogue in this cartoon.  So, I decided that it might help to turn on the closed captioning.  However, I quickly found that the captions did not actually match the dialogue.  I suspect that the program is a sort of 'you talk; it types.'  Therefore, in the middle of French sentences, you would see 'Michael Jackson' or some other non-sequitur.

Overall, I had a lot of problems trying to translate and actually make sense of the dialogue.  I think it is the combination of the speed at which the actors speak, the accents that the actors put on (Daffy Duck still has his signature speech impediment), and my command of French.  I did pick out a few phrase here and there.  Daffy Duck keeps saying that he is going to give Porky Pig an opportunity.  Daffy Duck also talks about the great celebration of Thanksgiving.  Finally, he talks about what is owed to the great story of American history.

"John Gannam - He Was Our Yankee Doodle" by Susi Pator licensed under CC BY 2.0

In the end, I fear that I was too ambitious.  50 hours is really not that long of a time to gain my expected amount of fluency in French.  However, some progress is better than none.

J'adore cette chanson

One of the reasons I undertook this project was because I enjoy many songs in French but have no idea what they mean.  I figured taking some language lessons would help enlighten.

Who would I select to explore their lyrics?  Edith Piaf?  Eartha Kitt?  Jacques Brel?

After much consideration, I decided to take one of my favorites Complainte de la Butte and translate it into English.  I wanted to sing it, but decided to save you the joy of my singing voice.  Besides, who could top the joyous sound of Rufus Wainwright?  Without further ado, enjoy my translation.

 "Moulin Rouge" by Gabriel Villena licensed under CC BY 2.0

J'aime Moliere

So I know that most of this blog has focused on my love of Shakespeare.  But...there are other playwrights who hold equal weight in my esteem....Tony Kushner....Tennessee Williams...Edward Albee....Sarah Ruhl...

But, all of these of Anglophones.  But, no list could be complete without my favorite Francophone writer - Moliere.

I decided to take a look at another speech from one of my favorites of his plays - The Misanthrope.

This is spoken by Alceste.  I am comparing a translation I have prepared to one of the most famous translations done in rhyming couplets by Richard Wilbur.

Here are the results.

"Moliere" by leesean licensed under CC BY 2.0

Je nais se quois

Hello, dear readers.

In my study of French, I also wanted to be aware of certain common French phrases.  Things that are not likely to appear on a vocabulary list.  So, I did a bit of research and pulled together this Prezi as a way to show what I learned.

Happy readings!

"French flag" by Francois Schnell licensed under CC BY 2.0

Though this be madness, yet there is method in't.

The educational world that we inhabit right now can often seem overwhelming.  Technology is such a large part of our students' world.  This video shows so well as that students set up tablets as easily as they might wash their hands or brush their teeth.  In addition to the rise in technology, more is being expected of teachers and schools.  Accountability is the law of the land and teachers need to work to get students motivated and taught or may find themselves out of a job.  However, the method of technological tools can be a help for teachers.

There are many tools out there for helping teachers to increase their productivity.  This article suggests a few including Rescuetime.  The focus here is on helping teachers do everything that they need to do more efficiently.  Another article focuses on tools that help teachers deliver content better in a technology rich environment.  Teachers can use tools such as Audioboom or Screenr.

"Tech" by Mitah Val Karem licensed under CC BY 2.0

As a future social studies educator, I can see myself using these productivity tools tools in my classroom.  As I began my master's program here at the University of Akron, I purchased a Chromebook.  Previously, I had spent double or triple the amount of money on laptops buying Dells or other comparable brands.  I wanted to try out the more economical Chromebooks and had to learn Google Documents and other Google solutions.  I have fallen in love with Google documents and could easily see using this in my classroom.  I love how easy collaboration is with the Google suite of products.  Users with the right link can get in the document and make immediate changes.  I would value being able to use this to answer questions collectively.  I love the idea of using a Google Slide as a Graffiti Wall where students could go in and write on top of a quote or a picture.  Then, the whole class could see the wall.  I also would like to start using Google Docs as a way to have students submit papers and then provide feedback.

"Graffiti" by Automatomato licensed under CC BY 2.0

I also plan to use technology as a way to keep students and parents aware of what is happening in our classroom.  I have already seen in my PLN several teachers who use their Twitter as a way of keeping families informed of what is happening in class.  I could see using the Twitter account I set up for this class as a way of sharing pictures and media of what is happening in class.  If I needed some help, I could use Remind 101  as a way to send text messages.  This would be especially helpful for reminding families about due dates of big projects and when big exams are happening.  Text messages are direct and a great way of sharing very important information.

I can also see using a tool such as Poll Daddy both for formative assessment in the classroom as well as a productivity tool.  This is a great way to give students a practice quiz in preparation for an exam as well as a way to let students share their thoughts.  Both of these are great formative assessment practices.  As a productivity tool, it can be used to gather thoughts of parents on everything ranging from a date of a potential field trip to attitudes around class discipline to parents' perceptions of the classroom.

Overall, these methods can help control the madness.

Un noveau chemin - Language Guide.org

I wanted to continue to explore some different tools for learning French on the go.  So far, my primary work has been with Duolingo.  My previous posts have discussed why I think it is a good tool.  I did not have such a hot experience with French Behind the Wheel.  So, I decided to give Language Guide a try.

One of the nice things of this site (compared with Duolingo) is that users have access to vocabulary no matter what level of learning they are at.  Duolingo provides scaffolding and lessons remain locked until you complete easier lessons.  Instead, users are given full access at the very beginning.

 So, despite my time with Duolingo, I still had not learned the parts of the body.  Now, I know le cou is the neck, le pied is the foot, and le bras is the arm.  Similarly, I had not learned the various parts of the a home.  So, I now can sit in la chaise,  I can sleep on le lit, and find inspiration in le cafetiere.  As you hover over the picture of an item, it appears in print form and is pronounced in French.  Below is an example of how kitchen words are presented.

In addition to the vocabulary, Language Guide offers lessons specifically in grammar.  Duolingo does this, but embeds it into the exercises.  For example, here is the introduction to articles.

Finally, one of the neatest features of this site is that it has long passages of readings.  I enjoyed listening to a children's book read to me in French.  I could then hover a sentence in the story and it would give me an English translation.  

Overall, I found this to be a useful resource both for specific vocabulary and as an introduction to long passages.  However, it lacks a lot of the accountability standards that Duolingo has.  Therefore, they complement each other well.

By the pricking of my thumbs

Something wicked this way comes?  Okay...this is an unfair way to introduce blended learning.  In fact, after viewing materials for this week, I feel a lot better about it.  But, I must admit as someone who really values face to face learning I have a deep suspicion of blended learning.  However, I need to learn to get with the program.  As our speaker indicated, several states are now requiring students to take a fully online course as a graduation requirement.  We, as educators, also have to be aware of the technological divide.  Students are expected to be well versed in technology when they arrive on many college campuses.  We need to prepare students for that.

"Pez Witches" by ronsrandomstuff is licensed under CC BY 2.0.

Our guest speaker this week was Stacy Hawthorne who has become a guru in helping teachers and school districts implement blended learning environments.  She is a second career teacher who turned to technology to help her become more engaged with her students.  She is one of the people responsible for bringing a technology rich environment to Medina City Schools.

I find several of Stacy's points to be beneficial to me as a future educator.  First, I found it useful to see all of the different models of blended learning.  They include rotation, flipped classroom, flexed, and enriched virtual.  As someone who really likes to spend class time in discussions, I think a flipped classroom could really be beneficial.  Students could get the information electronically and then spend our time together applying it into debates, writing, and other enriching activities.  Second, I liked the idea of using a fully online course to supplement what a high school can offer.  Wouldn't it be great to be able to offer new foreign languages in high school?  Or to be able to allow students to move into more specialized math, science or social studies classes?  Finally, I found a lot of what she said to be encouraging to someone who is a bit suspicious of this whole thing.  She reminded us that one of the biggest predictors of success is the teacher's mindset.  A teacher needs to be open to change and see technological learning as more than a course management system and technological tools.  When choosing to move to a blended classroom, it take steps.  A teacher can start with a few steps and keep evaluating.  For people like me who are just starting out there are tools and online centers to help those who are moving their classrooms to blended environments.  Additionally, the iNACOL consortium provides frameworks and training for blended learning.

"Thought" by NeilsPhtography is licensed under CC BY 2.0.

My personal philosophy of blended learning is a function of where I am right now.  I am aware that I may feel differently when I get into a classroom or if I see amazing results because of increased use of technology.  I like the idea that blended learning offers many great opportunities for students.  As What is Blended Learning? suggests it allows for personalization, better use of face to face instruction, and empowers students to make their own decisions about their education.  I also like that online interfaces can serve students better who may not feel comfortable in a traditional classroom.  This article suggests that those who are quiet in class discussion may feel more comfortable contributing in an online forum.  Finally, I am intrigued about the added challenges for even high achieving.  This article suggests that it takes a different set of skills to be successful in a blended course.  Offering these opportunities helps students to build those skills.  With pushes for authentic assessments, this blended learning can lead to the sort of engaged citizenship dreamed by people like Margaret Mead.  And who doesn't want to prepare students to change the world?

Out of all of the concepts around blended learning, I am most intrigued by the flipped classroom.  This infographic gives some great information about why teachers ought to try this method.  I love the idea that basic concepts can be covered at home while class time can be spent in engaging projects and discussions.  I like this particular blog because it shows how the principles of a flipped classroom should just be part of good teaching, whether or not you choose to use technology.

In this course, I think we have done some great work in implementing a blended model.  It is great to have access to all of our course resources through Springboard.  It helps when writing reflections to know exactly where we can find pieces of information that we need.  The tech rich environment also allows for us to engage guest lecturers far more than any other class I have taken.  It has been great to meet teachers in the field who are using technology extensively.  Also, many of those featured in the class, are considered to be experts in educational technology.  However, I do wish we had used our face to face meetings a little differently.  I like doing engaging activities when we are face to face like when we made our own ebooks.  I would suggest thinking of more projects like that to do in the face to face meetings.  Also, I wish we collaborated a bit more.  Maybe we could have done our major project in collaboration with a colleague.

Je fais de progres

A quick update regarding my French.  As mentioned in a previous post, I am still working through Duolingo as part of this French project.  I am now considered 24% fluent in French.

I really find this tool very easy to use.  It is the sort of thing that I can do for a few minutes every day (when I remember) and move through lessons.  The program makes students read French and English to do translations.  It also occasionally speaks without any written words to help develop aural skills.  I find this tool much more useful than French Behind the Wheel.

I have a few mini-projects that I will be working through this week.  Applying the skills that I have learned into some French language situations.  We will see how it works out.

A plus tard

Like doth quit like, and Measure for Measure

This quote from Shakespeare's Measure for Measure comes near the end of the play.  Here, both Duke Vincentio and the audience learn that treating the world in black and white terms and absolutes doesn't really work.

I see assessments in a similar way.  My own personal philosophy on assessment would run something like this.  I believe that not all assessments are equal.  In fact, I think that we have paid far too much attention to summative assessments and the grades developed from those practices.  I agree with Dr. Kohn, though it may be hard to implement his ideas, that grades actually get in the way of authentic learning.  The importance of feedback and mastery of objectives is far more important that receiving a grade.  Some people, such as Alife Kohn, have suggested that we should abandon grades all together.  His article on Springboard even shows how a school district can overcome opposition to moving from letter and number grades to feedback based assessments.

"Teaching" by Daniel R. Blue is licensed under CC BY 2.0.

So, if teachers do not have to spend all of this time recording grades and devising grading schema, where should their time be spent?  In my mind, it would be in developing good formative assessments.  Mr. Kinkoph shows well how information from assessments is important (don't confuse abandoning grades with abandoning assessments).  His introduction to the Learning Cycle, showing the relationship between standards, pre-assessments, formative assessments, and summative assessments.  Formative assessments should target 1 or 2 SLOs (Student Learning Outcomes) and only have a few questions about each SLO.

Similarly, Rick Wormeli' provided information about formative assessments. Students can learn without grades.  Teachers should spend the same amount of time crafting formative assessments.   There is a need to provide descriptive feedback.  Help students discover objective, where is the student now, and how can the student close the gap.  Formal and informal formative assessment can be used in a classroom.  How did formative assessment influence a decision you made today should be a question that any teacher could answer on the spot.

Even in places where informal assessment may seem difficult, teachers can make it an important part of classroom learning.  Battelle for Kids  shows how assessment can work in a music classroom.  Involving students in self-assessment and peer review.  Students critique assessments that the teacher has made. Not just about the right buttons but also breath support.

"Learning is Hanging Out" by Alan Levine licensed under CC BY 2.0.

So, what are some of the ways that technology can help teachers in this process of communication about how students are progressing on learning objectives?  In some of my own coursework here at Akron, I have seen Poll Everywhere used effectively both to make presentations more interactive and as a form of formative assessment. I have seen Kahoot used very effectively as a formative assessment and preparation for a summative assessment in a 6th grade classroom.  The absolutely easy and information rich platform of Socrative allows for formative assessments to exist embedded in a lecture or presentation.  Even grading platform such as  Mastery Connect can help teachers mark progress toward learning outcomes instead of grades.

We need to keep pushing our classrooms to support better learning.

Cool Tool Review #5 - Soundation

Greetings, dear readers.  You may notice a slight change.  I originally thought that I would be reviewing audioboom.  However, to my chagrin, that app is for people to share already created podcasts.  So, I pivoted to another audio tool called soundation to review.  This app allows for users to record and mix sounds in an online environment.

Here's how you will be greeted when you arrive to Soundation:

When you enter the studio, you will see that a few simple clicks allow users to begin recording sounds immediately.  The studio looks like this:

For my major project, I am attempting to learn some French.  I wanted to be able to show how I am progressing in learning pronunciation.  So, without further ado, here is the recording I made of saying the days of the week and the months of the year.  

The application also has many more advanced features.  It allows for users to record multiple sounds and be able to mix the sounds together.  The app also has a library of prerecorded sounds ranging from instruments to sound effects.  Additionally, there is a virtual keyboard that users can play to record music as well as the opportunity to plug MIDI instruments into record music.  When a track is complete, it can be saved and published.  It is also possible to browse the library of other tracks that people have published.

This tool has a lot of possibility for the classroom.  It is a great way for students to be able to record sounds to be evaluated.  It could be for a foreign language class where a teacher can critique pronunciation or a reading course where a student could read aloud a passage.  The app could even be used to allow students to make their own podcasts.  Sound effects and music could be added to make the production values better.  Music courses could use this for composition.

Teachers would want to use this tool because it is very easy to use.  One click allows students to record and drop and drag editing makes it easy.  Even mixing is made relatively easy and the library of music and sounds means that students do not have to produce all content.  It would be easy to make a high quality item.

Students will find the tool relatively easy to use.  I also enjoyed that the app allows for those who are into sound design and mixing to take things a step further.  They could sample other sounds and mix them in.  However, the basic functions are simple to learn allowing for even novices to be able to use the app.  The downside to this app is that to be able to save sounds and share them, users need to upgrade to a paid account.  A free account allows users to make sounds and listen to sounds only.  Saving requires an upgrade.

Overall, I enjoyed working with Soundation.

"There are more things in heaven and earth..."

This quotation from Hamlet demonstrates how one approach to the world can never adequately define it.  In this way, the factory model of education that we have inherited does not allow for the 'more things in heaven and earth.'

"Hamlet" by Iosmininos is licensed under CC BY 2.0

The very space where we conduct our courses influences how students behave and engage with content.   There are lots of schools that have changed the design of their schools to support better learning and curriculum.  Schools need to create spaces that allow for technology to take center stage in classrooms.  A New Design for Education demonstrates how technology has made the world smaller and allowed students to access content 24/7.  Technology also allows teachers the freedom to work individually with students to provide customized learning.

So, what are some steps to take to make a space more friendly to learning?  Flexible Learning Spaces demonstrates how soft rugs, comfortable furniture, and room to play have increased student engagement at an elementary school.  Flexible Learning Environments shows how even seating can help increase collaboration.  Seats on easy to move balls allow for students to move easily around the room.  Glass walls and a project based curriculum have helped engage students at High Tech High.  While other have found success in glass walls,  other schools such as the one featured in Architecture in Support of Learning have found success with other designs.  Walls that can easily be moved allow for collaboration while small tucked away nooks allow for reading and small group instruction. So, no single architecture is required - just a commitment to creating spaces that serve student needs.

Some schools such as Woorana Park Primary School have integrated the design of classrooms into their curriculum.  Students have built an almost life size spaceship and pirate ship.  As part of their interdisciplinary curriculum, they learn how to navigate ships and sea life.  Other times, they have even built time machines. Even library spaces are changing in response to this revolution in technology and design.

"Flexible Classroom" by Marco Antonio Torres is licensed under CC BY 2.0

Dr. Brueck's video demonstrates how GAFE can play a role in the way classrooms and curriculum are designed.  Testing is moving to online platforms.  This allows for questions to be geared to an individual student's level.  Additionally, it allows for easy grading for teachers and the ability to do analysis of assessments with ease.  The ability to connect across the globe allows for education to move beyond traditional classrooms into hybrid environments with both brick and mortar as well as online components.  It also frees curriculum to be in a constant state of beta testing.  Curriculum can constantly be experimental and improved.

As teachers and administrators, we need to keep certain principles in mind as we design spaces for the future.  This article demonstrates how learning environments are changing in three different ways. (1) They are becoming more virtual with a spike in the number of fully online and online support courses available to students in the P-12 setting.  (2) Curriculum is becoming more theme based by leveraging student interest in particular areas.  This can range from science and engineering to media studies.  Often, these specialized schools can take advantage of local resources including businesses and museums.  (3) These environments are becoming deconstructed.  Students, parents, and educators are experimenting with programs that promote self-directed learning in response to constant testing and assessments.

While this piece provides an excellent introduction for what teachers and administrators should consider when designing a space to support 21st century learning.  To start, the space needs to be designed in a way that encourages collaboration not only between students but between teacher and students.  Students also need to be able to work across classrooms.  In an age of electronics, there also need to be ample outlets as well as technology for teachers that allow them to lead through technology.  Something not as obvious would be lighting that can be easily controlled and dim to maximize viewing of electronic resources.

Beyond the classroom itself, teachers need to think about how they are building their online classrooms and presence as well.  This post provides some useful strategies.  First, teachers must think about audience and purpose.

"Group projects" by Olaf Gradin is licensed under CC BY 2.0

Like any institution, the University of Akron has some spaces that demonstrate these ideals and principles well and some spaces that could be improved.  Room 154 in the library is a great space that embraces the hybrid environment.  There are lots of electrical outlets for students to plug in and movable furniture to allow for collaboration.  The projectors allow for the sharing of screens and whiteboards make for easy brainstorming.

However, other spaces, such as the one our 575 class meets in could use some improvement.  There are not enough outlets in the room to allow all of us to charge at once.  Additionally, the availability of outlets do not correspond to where seating is usually located.  The tables are often hard to move (not nearly as movable as those in the library.)

My biggest critique of technology and space at the University of Akron would be related to course delivery.  There are courses that meet face to face that I think would be better served in an online environment.  Similarly, some of my fully online courses might be better served by some face to face instruction.  I enjoyed the content that we discussed in Cultural Foundations, but feel that we could have engaged better in a face to face environment.  Discussion boards did not seem sufficient to tease out complicated issues such as racism and bias.  Similarly, I wish we could have some more face to face support for the assessment course I am currently taking.  Some of the more complicated concepts are harder to decipher in a fully online environment.  I would encourage those who decide how courses are delivered to consider these suggestions.

Icivics - Cool Tool Review #4 - An awesome way to play

I decided to explore the plethora of games and tools available to social studies educators through the site iCivics.  This is a treasure chest for those that teach social studies and civics to the 4th through 8th grade demographic.  Some of the tools seem a bit elementary for use on the high school level.

I would encourage anyone who teachers or has an interest in civics to check out the site for all of the interactive games and lessons it has.  Creating an account is optional and allows folks to be able to save games and keep track of progress in games.  The account creation also allows you to accumulate points (more about that later.)

For educators, there are a number of curriculum plans and lessons designed to anchor games and simulations to classroom instruction.  In addition, there is a neat tool called Drafting Board, which allows students to be able to construct essays in a step by step format.  Additionally, students can browse primary documents as part of the drafting board process to get inspiration.

The educational games and simulations available to students is quite vast.  Students can virtually argue to learn how to build arguments.  They can serve as virtual campaign managers to understand the process of how elections work.  They can even manage a law firm that handles cases touching the Bill of Rights.  All are pretty engaging.

I decided to try out two the games/simulations.  First, I played Executive Command.  I served as President and began by picking a legislative agenda (I chose education for some crazy reason).  You serve for four years and time ticks slowly by.  You read bills and veto the ones you do not believe in.  Also, crises emerge like this one:

 
Once you sign a bill into law, a player must decide which appropriate department should enforce it.  The presidential avatar walks there and hands off the bill.  Similarly, invitations from world leaders can either be handled by you or delegated to the Secretary of State.  Based on decisions, approval ratings go up and down.  The main playing area looks like this:

When the four years are completed, the player receives a certificate that reviews how well you performed.

This provides some great formative assessment data or even affective data for assessment.  You could have students reflect on what laws they delegated unsuccessfully and why.  You could even ask whey they failed at a particular diplomatic mission.  Players are forced to make decisions based on what they know about how the executive branch functions.

I played a similar game called Counties Work.  This focuses on being an administrator on the local level.  From the very beginning, you learn how counties use different names for the executive function and have different departments.  Mostly, you spend the time figuring out how to spend tax money in response to citizens' complaints.  Here's a quick peak at what the main game play looks like.  Mostly, your mayor avatar moves to different departments to escort resident avatars to the services they need.

I found this game to be much harder than the presidential game.  I had to try to forecast tax needs and revenues while also sorting through local agencies.  I made several mistakes including sending a person looking for the coroner to Public Health instead of Law Enforcement.  At the end of four game years, players are presented with a certificate critiquing their performance.

Similar assignments could be presented allowing students to reflect on their performance in this game.

One of the neatest things is that those who build an account can accumulate points.  Those points can be used as 'votes' in their online store.  There are a number of local charities and projects that are available to compete for your votes.  Those that receive the most points will be awarded $1,000 grants from Icivics.  This reinforces one of Icivics' major philosophies which is that students have the power to change the world around them.

In the classroom, Icivics games could be used as a way of applying concepts learned in class into a real world simulation.  It is one thing to talk about abstractly how the government works, but it is another when students actually have to make decisions.  After a few lessons on the executive branch of the federal governments, students could be challenged to play this game.  It would help them see how the president has to work with his cabinet and Congress to get things done.

I would use this tool because it is really fun and engaging.  Sometimes it is hard to simulate what it is actually like to have to make these decisions.  Role playing in a classroom can work, but not all can participate.  A game like this one on iCivics allows students to try out the reality of working in government.

Students would have no problem using this game.  The operation is very intuitive.  Most of the time, you just need to click on things to move or sign a bill.  I think age level would be the hardest thing with this tool.  High school students would likely find this a bit juvenile and perhaps simplistic.  (At no point in the presidential simulation do you have to worry about how much money you are spending or prioritizing initiatives.)

Overall, this tool is a lot of fun.