The telling of stories is the original teaching method. Stories were told in order to pass down information from generation to generation. Our ancestors did this by either word of mouth or the use of drawings, such as cave paintings. These were used to tell stories of great hunts, or to help describe certain animals, and to teach their children certain skills and how to survive in the wild. Storytelling has evolved since these simple cave drawings were used. We still tell stories in classrooms today to illustrate examples to kids or to prove a point. As a whole, teaching done in the classroom is telling the story of the human race. Since our ancestors used stories to teach their young, our classrooms today should do the same. What better use
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As talked about earlier, there is a fundamental difference in how this current generation grew up than the generation before it. It is hard to make the connection that video games can actually help a child, rather than hinder them and this has become a social norm. There’s a huge argument concerning Grade Point Averages. There is a lot of, “Research [that] supports previous research conducted and points to the fact that higher video game usage does indeed have a negative correlation with students’ GPA (Weaver, 126).” The key here is that there is a difference between playing video games in the classroom and playing video games outside the classroom. When used affectively inside the classroom, there is much less of a chance of students GPA suffering because of video games. The problem with being effective tools is that video games are addicting and can do more harm than good. This is an argument that is used everywhere in society. Not just against video games in the classroom, but video games everywhere. Video games are purposefully made to be addictive. Again, it has to be understood that video games are tools. With proper care and attention, the use of video games in a classroom has proven to be extremely beneficial, when supervised video games become much safer and easier to use. The problem starts on the outside when video games become unsupervised. There needs to be an understanding that video games are a
As talked about earlier, there is a fundamental difference in how this current generation grew up than the generation before it. It is hard to make the connection that video games can actually help a child, rather than hinder them and this has become a social norm. There’s a huge argument concerning Grade Point Averages. There is a lot of, “Research [that] supports previous research conducted and points to the fact that higher video game usage does indeed have a negative correlation with students’ GPA (Weaver, 126).” The key here is that there is a difference between playing video games in the classroom and playing video games outside the classroom. When used affectively inside the classroom, there is much less of a chance of students GPA suffering because of video games. The problem with being effective tools is that video games are addicting and can do more harm than good. This is an argument that is used everywhere in society. Not just against video games in the classroom, but video games everywhere. Video games are purposefully made to be addictive. Again, it has to be understood that video games are tools. With proper care and attention, the use of video games in a classroom has proven to be extremely beneficial, when supervised video games become much safer and easier to use. The problem starts on the outside when video games become unsupervised. There needs to be an understanding that video games are a