The average household with a child has two televisions, three tape players, three radios, two VCRs, two CD players, one video game player, and at least one computer. On a regular basis 60% of all Americans play interactive games. Parents report that their children between the ages of 2 and 17 spend from six to seven hours per day watching a screen: television, video game, or computer. About 80% of American households own a computer and 78% have video gaming equipment. These startling facts about video and computer games are often not understood by educators. The majority of teachers are female with an average age of 46. Technology brought into the classroom typically includes word processing, data bases, video, and digital cameras. Many teachers just do not view videogames as a learning tool (Simpson, 2005).
School districts generally encourage differentiation of instruction, but teachers are concerned about behavior-management and control issues. "Compared to the classroom, games are empowering, motivating, individualized differentiated learning environments with set rules which value the effort of the individual child" (Simpson, 2005, p. 18). One of the positives of video game usage is differentiation. Computer games do provide benefits and learning potential. A typical video game presents a problem to be solved and different ways to achieve the solution. Students are motivated because they can accomplish the impossible by utilizing computer games. Trial and error, allocation of resources, and persevering at a task are all part of the learning experience. Both competition and collaboration are features of computer games. The software clearly establishes roles, powers, and limitations. Gamers have the right to choose their own path and understand that they must take responsibility for their own actions. They realize that there are both negative and positive consequences during game play. Games simulate real-life consequences. Patience and perseverance leads to success in the computer adventure (Simpson, 2005).
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