An innovative classroom learning exercise called Gamification is one of the concepts outlined in the school district’s proposed Digital Learning and Innovation Plan.
It sounds like a video game but it’s not. According to educators, Gamification is the use of computer game thinking and game mechanics to engage students in solving problems and increasing their contributions to the class.
Those contributions can be weighty. According to the website examplesofgamification.com, a key achievement using Gamification at a university recently was a 2014 major breakthrough in AIDS research, made possible by more than 240,000 online game players competing to solve a protein puzzle straight out of AIDS research.
“Humans retain an edge over computers when complex problems require intuition and leaps of insight rather than brute calculation,” according to the website.
The Gamification idea is only one of the advanced technology concepts outlined in the plan. Other concepts include expanding the use of Google Apps for Education, known as GAFE, updating the libraries’ electronic resources, and evaluating a Bring Your own Device program to increase student engagement and integrate technology across the curriculum.
The Board of Education received the first draft of the plan at its meeting Monday, May 11. Craig Tunks, director of technology and operations development, and David Griffith, teacher and administrator certification candidate, presented the draft to the board.
It is up to the school board now to review the draft until it has its final review at a meeting on June 8. The plan has a lot of support, said Christopher Murray, vice chairman of the school board.
“This plan represents the cumulative work of over 50 staff and input from PTAs and the REF. So it is well-supported and well-conceived,” Murray said.
The plan is for three years, through 2018.
“These are the beginning phases of this plan,” Tunks said in a statement. He said the next steps include ongoing technology committee evaluation and the yearly budget process.
“Ultimately, this plan creates a vision to support Ridgefield’s students, staff and community,” Tunks said. “This vision lays out a framework to guide the district but has a great deal of flexibility.”
The plan can be adjusted to meet yearly budget needs, he said.
Three-year technology plans used to be required by the state of Connecticut, but even though there is no requirement now, Ridgefield continues to go through the process as a guiding document, Tunks said.
Technological competence is a significant component of the modern workforce, according to Murray.
“Plus, the goal is to have students become self-driven, lifelong learners,” Murray said.
The new technology plan may involve additional costs, but the greater cost would be to ignore its relevance and need, Murray said.
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