EM Games according to the predefined analysis procedure, and (3) both identify weaknesses – and suggest improvements. in this Age of New Digital Media Today’s Learners Students are living and learning in an age of new media where they give constant – attention to the latest scoop on TV, the hottest music for their iPods, newest games for their game systems, instantaneous updates in their online communities and social networks, and they have mobile apps that manage all of these interests simultaneously. Students are constantly (an average of 7.5 hours a day!) interacting with media more than ANY other activity besides – (maybe) sleeping according to a popular report, compiled by the Kaiser Family Foundation – (Rideout, 2010). Consequently, this age of new media implies an implication to teaching and learning. Traditional methods of teaching may not be are used to these engaging today’s learners who dynamic and interactive platforms. Since these new media forms have altered how youth socialize and learn, how are we altering how we teach? Must we develop and implement an entirely new curriculum to reach our learners? To react to this age of new media, the commercial industry has capitalized by providing a tremendous variety of technological approaches to teaching and learning. One attempt to pique the interest of all types and ages of learners is through educational games. Everyday Mathematics Curriculum Everyday Mathematics (EM) is one of many standards-based mathematics curricula funded by the National Science Foundation (NSF) that stresses the use of games for learning. On its website, , EM is through 6th grade mathematics introduced as: “a comprehensive Pre-K curriculum developed by the University of Chicago School Mathematics that Project” “is
EM Games – according to the predefined analysis procedure, and (3) both identify weaknesses and suggest improvements. Today’s Learners in this Age of New Digital Media Students are living and learning in an age of new media – where they give constant attention to the latest scoop on TV, the hottest music for their iPods, newest games for their game systems, instantaneous updates in their online communities and social networks, and they have mobile apps that manage all of these interests simultaneously. Students are constantly (an average of 7.5 hours a day!) interacting with media – more than ANY other activity besides (maybe) sleeping – according to a popular report, compiled by the Kaiser Family Foundation (Rideout, 2010). Consequently, this age of new media implies an implication to teaching and learning. Traditional methods of teaching may not be engaging today’s learners who are used to these dynamic and interactive platforms. Since these new media forms have altered how youth socialize and learn, how are we altering how we teach? Must we develop and implement an entirely new curriculum to reach our learners? To react to this age of new media, the commercial industry has capitalized by providing a tremendous variety of technological approaches to teaching and learning. One attempt to pique the interest of all types and ages of learners is through educational games. Everyday Mathematics Curriculum Everyday Mathematics (EM) is one of many standards-based mathematics curricula funded by the National Science Foundation (NSF) that stresses the use of games for learning. On its website, , EM is introduced as: “a comprehensive Pre-K through 6th grade mathematics curriculum developed by the University of Chicago School Mathematics Project” that “is
EverydayMathematics.docx