Exploring a Simulation: 3rd World Farmer

 3^rd World Farmer is a simulation game where the player has to farm AND raise a family on small initial savings. This game shows how residents of war torn countries tend to have a low quality of life due to poverty, high crime rates, political strife, and poor education. As you make decisions on what crops, livestock, and tools to purchase, you get an annual report of your earnings and other activities.  If you are lucky, you make money.  If you are not so lucky, you can still make a living, but have to sacrifice things such as health and education.

My main objective was to make as much money as possible. The initial $50 was upsetting. It was upsetting not only because I can eat that in one meal, but I realized some people actually have to live on earnings like that amount. I decided to roll the dice and came out on the winning end the first few years. This was a very irresponsible decision, for I forgot my decisions affected my family, as well.   During the game I had multiple splendid harvests, and gained $1000 within the first eight years. The longer I played I realized the importance of having a variety in crops, and making sure my family was healthy. Health seemed to have a correlation on performance. Therefore, I made sure my family members were in “top notch” condition so I could get good money. Also, I read the annual reports carefully, and noticed thieves would steal certain crops and livestock. I noticed a pattern and would purchase things in a sequence in hopes of only losing certain items, and not having a huge hit to my pocket.

If I played the game again, I would not gamble all my money in the first few years. That was not a wise decision and could have placed my family in a compromising position. I would also provide my children with a better education. 

Task 2 and Bloom's Taxonomy

Task 2 required an examination of selected tables. Therefore, this assignment I believe was done under the analysis level of Bloom’s Taxonomy. In order to complete the assignment, I had to thoroughly read each table. After the reading, I identified similarities and differences between each model. The creation of an organizational structure (comparison chart) was to explain the relationship of the data. 

Wordle

I used Wordle to create my definition of meaningful learning.

Technological Pedagogical Content Knowledge (TPACK)

Technological Pedagogical Content Knowledge (TPACK) is a model to effectively integrate technology into instruction. TPACK includes knowing what, when, where, and how to use knowledge to guide learning with the appropriate methods and technology tools. TPACK‘s primary knowledge models are content (CK), pedagogy (PK), and technology (TK). TPACK goes further by highlighting other kinds of knowledge that lie between those forms. Those models are pedagogical content (PCK), technological content (TCK), and technological pedagogical Knowledge (TPK).

Using TPACK will improve students’ understandings, thinking, and learning of a particular content. Educators with little to no technology expertise will be challenge to improve their knowledge and skills about technology. Teachers already familiar with technology or the model are challenged to improve their delivery. By following the TPACK model, teachers can see how technology is not only helpful, but an efficient and effective tool for improving instruction.