I wrote about the learning elements embedded in one of the world’s best boardgames, Settlers of Catan, back in April. This morning, The Wall Street Journal has a front page article describing how the game has taken Silicon Valley’s social set by storm. CEOs of Internet startups play it, new employees are introduced to it in social gatherings, and competitions are common.

Although a boardgame, many new users find the online version or the Apple iPhone app useful for learning the basics, and good practice for RL matches. This is something of a switch from what we’ve seen with popular videogames that can be leveraged for learning, where players go offline to pick up tips and strategies, such as the studying of history books by avid Civilization fans.

Speculation regarding its popularity in Silicon Valley centers on the game’s similarity to starting a business. Here’s the key paragraph:

LinkedIn’s Mr. Hoffman, who estimates he has inducted nearly 40 Silicon Valley executives into the game, says tech entrepreneurs are drawn to Settlers because it “most closely approximates entrepreneurial strategy.” The title pushes players to collaborate and swap resources to get points, while the random rolls of the dice force people to constantly revamp their strategies for winning. That’s much like running a start-up, Mr. Hoffman says.

Very interesting. The game is available on Amazon or at Barnes & Noble. Might make a good gift for the budding entrepreneur on your list.

References:
Tam, P. (2009, December 17). An old-school board game goes viral among Silicon Valley’s techie crowd. The Wall Street Journal, A1. [Online.] Retrieved December 17, 2009 from http://online.wsj.com/article/SB126092289275692825.htm

I finally got a chance recently to listen to The Ed Tech Crew’s Podcast #108, dated Nov. 26, 2009, in which they plugged this blog. The Ed Tech Crew is an Australian outfit that discusses educational technology topics every week, and conversation runs the gambit from new software and hardware to teaching techniques and conferences.

My post on the Top Ten Free Educational Video Games caught their eyes, and the guys were familiar with a couple of the titles. They had worked with Dr. Dede at Harvard on River City, with students logging in to the servers in Boston, and reminisced about the challenges in working between time zones. They also discussed the learning elements found in America’s Army, but felt it wasn’t appropriate for school use. Good point, though the list wasn’t compiled with that in mind, necessarily.

At two years old this month, the list is getting a little long in the tooth, but it’s nice to see it still attracting comments and attention after all this time. If you download the podcast, my blog entry is the last topic of discussion, starting around minute 57.

There were times in college I needed a sheet of graph paper, and wished I could just print out a copy in Word and be on my way. I finally ended up making my own, and thus added to a wide collection of cut and paste resources.

Such material is especially prevalent among teachers the world over, and Paul Edelman has created a successful site for sharing it all. TeachersPayTeachers is the former NYC public school teacher’s site, and it was recently profiled in a New York Times article, which is where I found out about it.

Intrigued with Mr. Edelman’s successful site, I gathered several cut and paste items and assembled them into a document entitled “95 Graphs Grids and Games.”

The doc is divided into four sections. Section One is devoted to graphs and graph paper, and offers 30 selections that can be printed or shown on an interactive whiteboard. Section Two features number grids, including multiplication tables up to 15×15 and several number lines. Section Three centers on language arts, and features alphabet grids and writing lines. If you need some lined paper you can simply print out one of four full page selections and let kids write away.

Finally, Section Four is for games, and I included several that teachers can print out or use in other applications. Traditional checkerboards and/or chess boards are included, along with simpler fare like Tic-Tac-Toe templates. Three Soduko templates are included: those for traditional Soduko, Hyper Soduko, and Six Way Soduko. The three modifiable Soduko templates can be edited in Word.

Finally, two samples of the medieval board game Nine Men’s Morris are included, a small playing board and a full page version. Nine Men’s Morris was a popular board game in the Middle Ages, and rivals checkers in its simplicity, style, and strategy. Unfortunately, Nine Men’s Morris faded in popularity while Checkers remained widely played. There are several variants for Nine Men’s Morris, including Eleven and Twelve Men’s Morris, Six Men’s Morris, Three Men’s Morris, and Achi, which is an African variant. I offer board layouts for each. Finally, I included a code-substitution game of my own design that students can use to create their own secret  codes.

Offered as a free preview for 95 Graphs Grids and Games: one of my favorite full page graphs, “Graph Paper 16.” So, even if you aren’t interested in shelling out $3.00 for the whole 72 page document, you can grab a great graphing paper template gratis.

Before photography caught on in newspapers, artists rendered their conceptions of newsworthy events through woodcuts. These pictures served as a basis for shaping perceptions among consumers of the news.

Now, a Chinese company called Next Media has pioneered videogame animations to offer its readers artists’ conceptions of events through online animations. Gordon Crovitz over at The Wall Street Journal notes that millions have seen Next Media’s conception of Tiger Wood’s car wreck.

Just as in the 19th Century, when there was no camera present an artist visualized what the scene must have looked like, and presented it to the audience through the dominant medium of the day (newspapers). Now, when there is an incident not recorded by video camera, artists again are imagining what the scene must have looked like, how things transpired, and presenting it to consumers through the dominant medium of the day (the web).

As before, Crovitz notes, those on the tail end of this technological and media revolution are protesting, and are being dragged kicking and screaming into the new way of things. But technology keeps steaming along. Here’s Crovitz’s key paragraph:

These animations are the latest brainstorm of Jimmy Lai, the founder of Next Media, which launched what are now the most popular Chinese-language newspapers in Hong Kong and Taiwan. Reflecting on how newspaper stories have more background about events than television news reports have, as he told me last week, “I thought, hey, why not make those missing images of the background into animated images?” He hired 160 software developers and engineers in Taiwan, who spent more than two years perfecting the technique. Reporters describe their interpretation of what happened to engineers and actors who serve as the models for the animation. Mr. Lai says that his team can create an animated video in 90 minutes, producing about 20 a day.

Are there issues with this technique? You bet. For one thing, what if the reporters’ and artists’ conception of events is entirely wrong? If their video is widespread enough, the wrong conception may be permanently etched into public memory. One could see how public opinion could be greatly manipulated were this powerful new media tool misused. Probably only a matter of time: Crovitz indicates that Lai is working on advancing the technology, making the animations more realistic as techniques and tools develop. He is also intent on sharing the technology with other media companies across the globe.

References:
Crovitz, G. (2009, December 14). Tiger Woods and the animation of news. The Wall Street Journal, A23. [Online.] Retrieved December 14, 2009 from http://online.wsj.com/article/SB20001424052748703757404574592093833268688.html

I’ve had a pleasant e-mail conversation with Dr. Debbie Denise Reese over at Wheeling Jesuit University in West Virginia concerning the Selene Project, a multi-million dollar NASA and National Science Foundation funded learning project designed to teach students lunar science through a remarkable videogame.

Dr. Reese is the senior educational researcher at the Center for Educational Technologies at WJU, which started CyGaMEs, or Cyberlearning through Game-based Metaphor Enhanced Learning Objects, in 2006. Selene is a CyGaMEs videogame seeking to instruct students through the construction of virtual moons, learning a number of science-based standards and a few things about making videogames along the way.

The amazing work on Selene includes ample classroom materials. It is clear education was the primary focus of the videogame, and federal standards as well as state standards for Texas and Illinois are included in the accompanying online materials. The STEM focus is strong, and data points collected from embedded assessments allow for promising research material to be expounded upon in future papers.

The main Selene site is here, the CyGaMEs site is here, and the Center for Educational Technologies site is here. A recent radio feature and news article from West Virginia Public Broadcasting on the Selene Project is here.

References
Brown, K. (2009, November 27). Videogame research at WJU brings lunar science to life. [Online.] Retrieved December 1, 2009 from http://www.wvpubcast.org/newsarticle.aspx?id=12175

Interesting developments on a $1.4 million National Science Foundation grant to North Carolina State: Researchers plan to develop virtualized crime scenes with the help of 3D laser scans and the Unity gaming engine. The grant’s product will be called IC-CRIME, for Interdisciplinary Cyber-enabled Crime Reconstruction through Innovative Methodology and Engagement.

Here’s the key section from Reuters:

The scanners can capture millions of data points at a crime scene within a few minutes and recreate highly detailed virtual crime scenes.

“The game world will be embedded within a Web page also containing data in the form of text and 2D graphics,” said Dr. Michael Young, associate professor of computer science and an expert in serious gaming at NC State.

“We’ll be building an easy-to-use interface on top of the game environment that will allow CSIs and other investigators to link locations in the crime scene to external sources of data, such as hair and fiber databases, finger print images and investigator notes.”

Via Joystiq.

References:
Gaudiosi, J. (2009, Nov. 27). Videogames find ways to help real CSI solve crimes. [Online.] Retrieved Dec. 1, 2009 from http://www.reuters.com/article/technologyNews/idUSTRE5AQ0TR20091127

Is there an app for that? How popular would overtly educational iPhone games be, in light of this competition: the top iPhone games downloaded the last week of November, 2009. Here they are, in order and price:

1. Call of Duty: World at War: Zombies, $9.99

2. Monopoly, $2.99

3. Tetris, $2.99

4. Bejeweled 2, $2.99

5. Scrabble, $2.99

6. The Sims 3, $4.99

7. Need for Speed Undercover, $2.99

8. Madden NFL 10, $6.99

9. Implode, $1.99

10. Brothers in Arms: Hour of Heroes, $4.99

via PC World.

I’m always interested in links to this blog and how it is used in the net’s discourse on gaming. Game Meets Girl, which is a video blog featuring commentary on games from a female perspective, highlighted my post trumpeting the fact 40% of all gamers are women or girls. Take a look at the video here.

Marina Papastergiou, over at University of Thessaly in Greece, has a nice review of the literature this month in Computers & Education. Here’s the key portion of her abstract that is most intriguing:

The overviewed articles suggest that electronic games present many potential benefits as educational tools for HE and PE, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise. Furthermore, the newly emerged physically interactive electronic games can potentially enhance young people’s physical fitness, motor skills and motivation for physical exercise. The empirical evidence to support the educational effectiveness of electronic games in HE and PE is still rather limited, but the findings present a positive picture overall.

Click here for the ACM Portal link.

References
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education 53(3) 603-622.

ANNOUNCING THE PREMIERE OF….
_______________________________________________________________

Global Learn Asia Pacific 2010–
Global Conference on Learning and Technology

May 17-20, 2010  *  Penang (island), Malaysia

(Shangri-La’s Rasa Sayang Resort)

CALL FOR PARTICIPATION

http://aace.org/conf/GLearn/call.htm

** Submission Deadline: November 23, 2009 **

Organized by:
Association for the Advancement of Computing in Education (AACE)
(http://AACE.org )

Co-sponsored by:
Education & Information Technology Digital Library
( http://EdITLib.org)

Hosted by:
Open University of Malaysia, Universiti Sains Malaysia, and Wawasan Open University
______________________________________________________________

COLOR POSTER­: Global Learn 2010 Asia Pacific  (Available to Print & Distribute)
http://aace.org/conf/glearn/GL10Poster.pdf

>> CONTENTS & LINKS <<

1. Introduction
2. Topics:  http://aace.org/conf/glearn/topics.htm

3. Program Activities & Submission Information, Deadline November 23:
4. Presentation Categories: http://aace.org/conf/glearn/categories.htm

5. Products/Services Showcases & Presentations: http://aace.org/conf/glearn/corporate.htm
6. Proceedings & Paper Awards: http://aace.org/pubs
7. For Budgeting Purposes: http://aace.org/conf/glearn/rates.htm

8. Penang (island), Malaysia:  http://aace.org/conf/cities/penang/
9. Deadlines: http://aace.org/conf/glearn/deadlines.htm

INTRODUCTION:
———————–
Mission: http://aace.org/conf/glearn/mission.htm

Global Learn Asia Pacific is an annual, international conference organized by the Association for the Advancement of Computing in Education (AACE).
The conference will be guided by a respected, international Executive Committee, primarily from countries of the Asia Pacific region.
( http://aace.org/conf/glearn/committeeEC.htm )

This conference serves to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global,
new ways to explore, learn, and share knowledge are needed.

Global Learn is a means to connect and engage creative educators, researchers, consultants, training managers, policy makers, curriculum developers, entrepreneurs, and others in the topics and fields in which they are passionate about. Many individuals are transforming learning environments in local as well as more global ways. Global Learn offers them an opportunity to meet and discuss their ideas, findings, and next steps.

The decision to create and organize this annual conference in Asia and the Pacific Rim is testament to the enormous interest in learning and technology throughout this region of the world and a response to many requests to AACE to undertake this initiative.

Primary aims of Global Learn include but are not restricted to:

* Create learning and professional development opportunities combining the best and latest technologies with educational practices and characterized as interactive, social, and personal experiences.
* Provide opportunities for ongoing exploration of both the diversity and commonality of the uses of educational technology in different regions and cultures.
* Foster a global networking/collaborative community on learning and technology.
* Help visualize and shape the future of learning and teaching.

TOPICS:
———–
The following nine themes exemplify the vision and goals of Global Learn for advancement and innovation in:

1. Advanced Technologies for Learning and Teaching
2. Assessment and Research
3. Educational Reform, Policy, and Innovation
4. Evaluation and Quality Improvement Advances
5. Global Networks, Partnerships, and Exchanges
6. Innovative Approaches to Learning and Learning Environments
7. Open Education
8. Technologies for Socially Responsive Learning
9. Virtual and Distance Education

For specific topics within these themes, see: http://aace.org/conf/glearn/topics.htm
PROGRAM ACTIVITIES & SUBMISSION INFORMATION, Deadline November 23::
—————————————————————————————————————-
* Keynote Speakers & Invited Panels/Speakers
* Papers, Best Practice Sessions & Roundtables
* Research/Technical Showcases & Products/Services Showcases
* Tutorials/Workshops
* Virtual Sessions

All presentation proposals are peer reviewed and selected by a Program Committee, based on merit and the perceived value for attendees.

Call for Presentations: http://aace.org/conf/glearn/call.htm
Submission guidelines: http://aace.org/conf/glearn/submitguide.htm
Presentation and AV Guidelines, see: http://aace.org/conf/glearn/PresenterLounge

PRESENTATION CATEGORIES:
———————————————
http://aace.org/conf/glearn/categories.htm
The Program includes a wide range of interesting and useful
activities designed to facilitate the exchange of ideas and information.

PRODUCTS/SERVICES SHOWCASES & PRESENTATIONS:
————————————————————————————–
http://aace.org/conf/glearn/corporate.htm
Corporations and other organizations have the opportunity to demonstrate and discuss their learning and technology related
products and services through Products/Services Showcases & Presentations.

PROCEEDINGS & PAPER AWARDS:
—————————————————–
http://aace.org/pubs
Accepted papers will be published by AACE in the Proceedings (hard copy & CD-ROM). Proceedings in this series serve as major resources in the learning
and technology global community, reflecting the current state of the art in the field.  In addition, the Proceedings also are internationally distributed through and
archived in EdITLib–Education and Information Library. http://EdITLib.org/

Selected papers may be invited for publication in may be invited for publication in AACE’s respected journals especially in the
- International Journal on E-Learning (IJEJ),
- Journal of Educational Multimedia and Hypermedia (JEMH), or
- Journal of Interactive Learning Research (JILR).

All presented papers will be considered for Outstanding Paper Awards within several categories. Award winning papers may be invited for publication in the AACE journals.

FOR BUDGETING PURPOSES:
——————————————–
Registration: http://aace.org/conf/glearn/rates.htm
Hotel: http://aace.org/conf/glearn/hotel.htm

The conference registration fee for all presenters and participants includes many extras!

Conference registration will be held at the beautiful Shangri La’s Rasa Sayang Resort. All concurrent sessions will be held at both the
Shangri La’s Rasa Sayang Resort & Golden Sands Resort. located along the emerald waters of world-famous Batu Feringgi Beach,
with local shopping, dining, and attractions nearby!

Special discount hotel rates have been obtained for Global Learn participants at approx. $127 USD & 89 EUR;
or specifically Ringgit Malaysia (RM) 450 Nett (including 15% tax) (single/double).

Special hotel rates include daily breakfast buffet and complimentary broadband Internet.

PENANG (ISLAND), MALAYSIA:
———————————————
http://aace.org/conf/cities/penang/
Experience the Pearl of the Orient; Culture, Dining, Shopping, Attractions, & Tours!

DEADLINES:
——————
http://aace.org/conf/glearn/deadlines.htm

Submissions Due:          November 23, 2009
Authors Notified:              December 22, 2009
Proceedings File Due:     March 22, 2010
Early Registration:           March 22, 2010
Advanced Registration:   April 26, 2010
Conference:                     May 17-20, 2010

—————————————————————————-
To be added to the mailing list for this conference, link
to http://aace.org/info.htm

Global Learn Community: http://www.aaceconnect.org/group/glearnasiapacific
AACE Blog: http://blogs.aace.org/aace

If you have a question about Global Learn, please send an e-mail to
AACE Conference Services, conf at aace.org

Contact:
AACE–Association for the Advancement of Computing in Education
P.O. Box 1545, Chesapeake, Virginia 23327  USA
Phone: 757-366-5606 * Fax: 703-997-8760
E-mail: conf@aace.org  *  http://AACE.org

Nicola Whitton, over at Manchester Metropolitan University in the UK, has a new book out, Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education. The book is geared toward college level lecturers wishing to incorporate gaming in the classroom.

The book assumes no prior technical knowledge but guides the reader step-by-step through the theoretical, practical and technical considerations of using digital games for learning. Activities throughout guide the reader through the process of designing a game for their own practice, and the book also offers:

A toolkit of guidelines, templates and checklists.

Concrete examples of different types of game-based learning using six case studies.

Examples of games that show active and experiential learning.

Practical examples of educational game design and development.

This looks like an excellent resource, and includes several suggested games to try along with case studies and practical implementations. Click here for more info on the book and a link for ordering.

Update:
Eliane Alhadeff has a better write up than mine on the book here.

Fans of the old Math Blaster series appreciate how a video game can generate interest in developing math skills in order to advance in a game. Check out Bidmas Blaster over at Manga High. Players have to key in the proper answers to blow up, shoot, or otherwise destroy advancing rogue robots. Cool stuff for boys of a certain age.

I had the pleasure of sitting in on a couple sessions led by David Warlick this week at the Fall TECSIG conference. TECSIG is the technology coordinators special interest group for the Texas Computer Education Association. I led a session on educational gaming a couple years back, and was interested in hearing what Warlick was going to say on the topic.

As tech directors around Texas streamed into Austin, my good friend Tim Holt, Director of Instructional Technology for El Paso ISD and current President of TECSIG, joked that the majority were showing up to listen to his presentations. In reality, he continued, many registered for the conference to see David Warlick. In the past we were surveyed as to who we’d like to see as a keynote, and Warlick topped the list.

Warlick’s keynote session over lunch focused on “cracking the digital native experience [so that] we can hack the digital native experience.” He gave several examples how students learn, even hearkening back to his personal experiences during high school industrial arts class. The teacher at that time served as consultant, helping students ask the right questions and come to the right conclusions. But the students did the work, spending class time to create something, whether a bookcase or some other project.

Today, technology should be taught in the same way, Warlick asserted. Students should create something. They learn by asking questions. During the keynote, he played a trailer for Assassin’s Creed 2, and noted the game is not designed to be learned by reading the instructions. Like many games, players start playing to learn how to accomplish goals within the game.

Later in the day during his gaming presentation, Warlick noted there are generally two types of presenters on the subject: those in their twenties who are strong hard core players, and those in their fifties who are interested in gaming, feel video games are useful for education, but are not hard core players themselves. He humbly stated he fell in the latter camp. I thought he did a fine job of introducing the crowd to some of the literature and research out there on the topic. He showed off Scratch in his keynote, but during the gaming session he also introduced the crowd to Phunland.com, a “2D physics sandbox.” I noticed at least one in attendance playing on the site on their laptop.

Warlick rounded out the presentation with a brief intro of ARGs, machinima, and serious games. He offered some suggestions for teachers and administrators interested in investigating further, and showed off some student work in the field. He makes this presentation often throughout the country, and you can find his notes on the topic here.

Here’s the latest research on video games in Australia: Aussies spent $2 billion on video games in 2008, almost 50% more than they spent in 2007. Estimates put the total population Down Under playing video games at 68% (compared to 65% for the US). Aussies play games on average at least an hour each day. While American women currently comprise 40% of the market, Australian women make up 46%. The American average gamer age is 35; Aussie average gamer age is 30. So, there are some neat comparisons here between Aussie and American players. The info comes from a survey publicized by the Interactive Entertainment Association of Australia, the equivalent of our ESA. More details here.

References:
Video games favourite pastime among two-third Aussies amid recession. (2009, May 21). [Online.] Available: http://www.thaindian.com/newsportal/health/video-games-favourite-pastime-among-two-third-aussies-amid-recession_100195437.html

The gaming press is buzzing about a study presented by Russell Beale and Matthew Bond over at University of Birmingham, UK at the recent Human-Computer Interaction Conference (HCI 2009). Beale and Bond studied game rankings on popular sites, and discovered (rather surprisingly, according to press on the topic) that plot and graphics were less important to consumers than social aspects and price of a game. Thus, a sub-$10.00 game that features heavy social interaction with other players would be more likely to score higher reviews on ranking sites than a more expensive and less social game with better graphics and story line.

References:
Plot and graphics not paramount in videogame success. (2009, September 12). New Scientist. [Online.] Available: http://www.newscientist.com/article/mg20327255.500-plot-and-graphics-not-paramount-in-videogame-success.html?DCMP=OTC-rss&nsref=online-news

Matthew Belmonte over at Cornell is leading a team that has designed a suite of video games specifically to study autism. The game suite, called Astropolis, has all the adventure and science fiction elements so popular with young boys. It was developed and research is ongoing thanks to funding in part by the National Science Foundation, the American Recovery and Reinvestment Act, and Autism Speaks.

Aimed at children ages 10-15 diagnosed autistic, the games contain activities allowing researchers to test differing hypotheses within the framework of autism research. A past problem with autism research is that it often takes place strictly in lab environments, outside of natural settings for the subjects. Belmonte hopes these video games will provide immersive environments that will yield richer information than traditional lab settings.

Another benefit promoting natural environments: the games capture information while the subjects play that can be retrieved later. Thus, subjects can install the game suite on laptops taken home and played in familiar surroundings, and info can be retrieved when the laptops return to the lab.

Belmonte also uses EEG measurements in lab settings with the subjects, a technique popularized by Mark Klinger at U. Alabama. (MRI scans are also popular measurement techniques to use on video game players.)

So far, Dr. Belmonte has released two research abstracts at conferences of the International Society of Autism Research, here and here. No doubt journal published, peer reviewed research is forthcoming.

Read the press release from Cornell here for much more information. Check out the Autism Collaborative Wiki here for notes on development and other background information.

Finally, since the software was developed with public grants, it is freely available as a download at AutismCollaborative.org.

References:
Professor uses video games to explore facets of autism. (October 13, 2009). [Online.] Available: http://www.physorg.com/news174650438.html

Yukari Iwatani Kane over at The Wall Street Journal reports today that publishers are introducing more video games than ever this Christmas season geared toward the female market, in a nod to the ever increasing percentage of women players. The thinking goes, with each 5% increase in female players, publishers will see an additional $1 billion in sales. The number of overall female players has increased from 21% in 2001 to the current 40%, as cited in stats from Wedbush Morgan. (I previously noted the same statistic reported by Ipsos MediaCT.)

Here’s a list of games the article mentions that are either out or forthcoming:

• Charm Girls Club
• FarmVille (on FaceBook)
• Hannah Montana
• Just Dance
• Littlest Pet Shop
• Petz
• Sports Active
• StyleLab
• The Imagine line for the DS
• Wii Fit Plus
• Your Shape

Finally, Guitar Hero and Rock Band have cross-gender appeal.

References:
Kane, Y.I. (2009, October 13). Videogame firms make a play for women. The Wall Street Journal, B4.

We’ve looked in the past at the giant ship simulator at Texas A&M – Galveston, where boat pilots entering the Merchant Marine can train virtually on any ship and all the world’s major ports, and the giant flight simulators used by the FAA to train airline pilots and traffic controllers in Oklahoma. Now comes word of a school bus simulator designed to train new drivers in safe driving.

This is no simple video game trainer. The price tag is a reported $200,000 for schools in Prince William County, VA. Here are the key quotes from an article on a local television station’s site:

Users see a dashboard, identical to those in real school buses. The computer then creates a variety of road hazards drivers can see and feel, such as bad weather.

“It allows them – in a laboratory setting – to make mistakes that don’t cost lives, doesn’t damage property and they get an opportunity to learn from that,” said Director of Transportation Ed Bishop, Prince William County schools.

Eventually, all 725 Prince William school bus drivers will train on the simulator; some to specific needs like backing up or making turns, so they are better drivers when they are out on the road with students on board.

School bus simulations are actually old news. eSchoolNews detailed efforts [free subscription required] by North Carolina schools to adopt bus driving simulators designed by the state highway patrol way back in 2001.

References:
North Carolina district tries 3-D driving simulator to improve bus safety. (2001, January 1). eSchoolNews. [Online.] Available: http://www.eschoolnews.com/news/top-news/?i=32981

P.W. County adopts simulation training for school bus drivers. (2009, September 17). WJLA. [Online.] Retrieved October 13, 2009 from http://www.wjla.com/news/stories/0909/660289.html

I’ve been e-mailing with Al Meyers over at ReinventED Solutions in Atlanta, in particular about a new book he is co-authoring detailing how technology changes cognitive behavior. It’s interesting stuff, and more is on his blog here.

Al has taken issue with some of the comments over on one of my posts regarding video game addiction. It’s been an interesting conversation over there, as far as blog comments go, which often take several months to play out. I do approve most comments, regardless of the opinion of the posters, provided they meet the minimum standards. So there are several comments disagreeing with my posts or precepts scattered throughout the blog. Al Meyers has been a consistent champion of using technology for education, so I’m glad to have him on my side in this particular debate.

Al has extensive experience with online gaming companies in Korea and has been involved with numerous projects in Georgia (the state, not the country) and in various conferences throughout the US. I’ve added his blog to the Related Sites list.

______________________________________________________

SITE 2010

Society for Information Technology and Teacher Education
International Conference

March 29 – April 2, 2010  *  San Diego, CA

(Sheraton San Diego Hotel & Marina)

CALL FOR PARTICIPATION

** Submissions Due: Oct. 21, 2009 **

Organized by:
Society for Information Technology and Teacher Education (SITE)
http://site.aace.org/
and
Association for the Advancement of Computing in Education (AACE)
http://aace.org/

Co-sponsored by:
Education & Information Technology Digital Library
http://EdITLib.org
______________________________________________________________

AVAILABLE (digital & paper formats):
Research Highlights in Technology and Teacher Education 2009
http://editlib.org/p/31425

** SUBMIT YOUR FULL PAPER FOR THE 2010 BOOK **

SITE 2010 will offer again an alternative Full Paper submission category.
“Full Papers (Book)” are Full Paper submissions submitted in their final by Oct. 21.
These will be reviewed for publication in a book of selected papers as well as a presentation.
http://site.aace.org/conf/categories.htm#FullPapersBook
_____________________________________________________

COLOR POSTER–SITE 2010 CALL FOR PARTICIPATION
Available to Print & Distribute (PDF to print)
http://site.aace.org/conf/pdf/SITE10poster.pdf

>> CONTENTS & LINKS <<

1. Invitation & Call for Papers, Deadline Oct. 21: http://site.aace.org/conf/call.htm

2. Scope & Topics:  http://site.aace.org/conf/topics.htm

4. Presentation Categories: http://site.aace.org/conf/categories.htm
5. Proceedings & Paper Awards: http://site.aace.org/pubs/

6. Corporate Participation: http://site.aace.org/conf/corporate.htm
7. For Budgeting Purposes: http://site.aace.org/conf/rates.htm

8. San Diego, California:  http://site.aace.org/conf/cities/san-diego/
9. Deadlines: http://site.aace.org/conf/deadlines.htm

INVITATION & CALL FOR PAPERS, DUE OCT. 21:
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SITE 2010 is the 21st annual conference of the Society for Information Technology and Teacher Education. This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.

You are invited to participate in this international forum which offers numerous opportunities to explore the research, development, and applications in this important field. All proposals are peer reviewed.

SITE is the premiere international conference in this field and annually attracts more than 1,200 leaders in the field from over 50 countries.

* Keynote Speakers & Invited Panels/Speakers
* Papers (Full & Brief) & Posters/Demonstrations
* Corporate Showcases & Demonstrations
* Tutorials/Workshops
* Roundtables & Symposia

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Submission Guide: http://site.aace.org/conf/submitguide.htm
Presentation and AV Guide: http://site.aace.org/conf/PresenterLounge
Presenter Lounge: http://site.aace.org/conf/PresenterLounge
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SCOPE & TOPICS:
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http://site.aace.org/conf/topics.htm

The Conference invites proposals from the introductory through advanced level on all topics related to:

(1) the use of information technology in teacher education, and
(2) instruction about information technology in
* Preservice
* Inservice
* Graduate Teacher Education
* Faculty & Staff Development

Proposals which address the theory, research and applications as well as describe innovative projects are encouraged.

GENERAL TOPICS:
* Assessment and E-folios
* Corporate
* Digital Video
* Distance/Flexible Education
* Electronic Playground
* Equity and Social Justice
* Evaluation and Research
* Games and Simulations
* Graduate Education and Faculty Development
* Information Literacy
* Information Technology Diffusion/Integration
* International
* Latino/Spanish Speaking Community
* Leadership
* New Possibilities with Information Technologies
* Web/Learning Communities
* Workforce Education

CONTENT AREA TOPICS:
* Art Education
* Early Childhood Education
* English Education
* Human Languages Education
* Information Technology Education
* Innovative Technology Experiences for Teachers and Students (ITEST)
* Mathematics Education
* Middle School Education
* Science Education
* Social Studies Education
* Special Education/Assistive Technology
* Technological, Pedagogical, And Content Knowledge (TPACK)

PRESENTATION CATEGORIES:
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http://site.aace.org/conf/categories.htm
The Technical Program includes a wide range of interesting and useful activities designed to facilitate the exchange of ideas and information. These include keynote and invited talks, paper presentations, roundtables, poster/demonstrations, tutorials/workshops, panels, and corporate showcases.

PROCEEDINGS:
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http://EdITLib.org
Accepted papers will be published by AACE in the Technology and Teacher Education Annual proceedings series. Books in this series serve as major source documents indicating the current state of teacher education and information technology. This proceedings will be published as a searchable electronic book on CD-ROM.

The Proceedings are internationally distributed through and archived in the Education and Information Technology Digital Library, http://EdITLib.org.

First and second paper authors are limited to two papers published in the Annual.

PAPER AWARDS:
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http://site.aace.org/pubs/
All presented papers will be considered for Best Paper Awards within several categories.

Award winning papers may be invited for publication in the:
- Journal of Technology and Teacher Education (JTATE) ( http://site.aace.org/pubs/jtate/) or
- Online journal, Contemporary Issues in Technology & Teacher Education (CITE) ( http://www.citejournal.org/),

Highlighted in the:
- Education and Information Technology Digital Library, http://EdITLib.org.

CORPORATE PARTICIPATION:
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http://site.aace.org/conf/corporate.htm
A variety of opportunities are available to present research-oriented papers, or to showcase and market your products and services. For information about Corporate Showcases (30 minutes) and Corporate Demonstrations (2-hours, scheduled with the Poster/Demos),
click here.

FOR BUDGETING PURPOSES:
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http://site.aace.org/conf/rates.htm
http://site.aace.org/conf/hotel.htm
The conference registration fee for all presenters and participants will be approximately $325 (members); $365 (non-members).  Registration includes Proceedings on CD, receptions, and all sessions except tutorials.

The conference hotel, the beautiful Sheraton San Diego Hotel & Marina, is offering SITE a specially discounted guest room rate of $149/169 (single/double).

SAN DIEGO, CA:
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http://site.aace.org/conf/cities/san-diego/

Where blue skies, miles of beaches, and a gentle Mediterranean climate meet!

It’s not just a conference; it can be a vacation! So plan to join us in San Diego for SITE 2010 a great conference in one of America’s greatest destinations.

For more information about San Diego, CA, USA, see: www.sandiego.org

DEADLINES:
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Proposals Due:              Oct. 21, 2009
Authors Notified:             Dec. 2, 2009
Proceedings File Due:    Feb. 10, 2010
Early Registration:          Feb. 10, 2010
Hotel Reservation:          Mar. 1, 2010
Conference:                    Mar. 29 – April 2, 2010

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Join the SITE Community: http://www.sitecommunity.org/

To be added to the mailing list for this conference, link
to  http://aace.org/info.htm

If you have a question about SITE, please send an e-mail to
SITE/AACE Conference Services, conf@aace.org

Contact:
SITE–Society for Information Technology and Teacher Education
P.O. Box 1545, Chesapeake, Virginia 23327  USA
Phone: 757-366-5606 * Fax: 703-997-8760
E-mail: conf@aace.org  *  http://site.AACE.org

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