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Even though we may enjoy playing them ourselves, many parents worry about the impact of computer games on their child’s development. We fear that letting our kids play computer games for more than an hour or so per day will turn them into anti-social, obese couch potatoes. It would be better to have our children read or to read child stories to them, we think. Yet, computer games are here to stay, so rather than fighting them, why not use them? This article shows you how you can let your child play computer games yet still foster the development of their creativity.
The issue that many parents have with computer games is that, compared with reading a child story, they don’t require the use of a great deal of imagination. Here are seven ways in which you can complement computer games to foster the development of your child’s creativity:
#1 Develop character profiles
Some computer games have characters. With the Harry Potter games these characters are already well-known and well-developed. With other games, however, the characters may be more “shallow”. This is a perfect opportunity for your child to develop the characters further. They can invent a profile for the character, imagining who their family is, where they come from, where they go/went to school, what hobbies they like to do, how they feel, etc. Your child can then make sketches or drawings of the character and scenes from their life: past, present and future. Finally, your child can create profiles of the other people in the character’s life: friends, family, pets, colleagues, droids, etc.
#2 Create Storyboards
If you think about it, a lot of computer games are nothing more than interactive stories. So, your child can create their own stories using the characters from their favorite computer games. Think of this as an extension of the computer game. You could even pretend that you work for the computer game company and are creating a new version of the computer game.
There are several ways you can approach this depending upon you and your child’s preferences. You can write a script, create cartoon-like illustrations, create illustrated scenes (i.e. pictures) only, or create pictures with accompanying text.
#3 Write a Diary
It could be interesting for your child to get inside the head of some of the characters. Incidentally, this is also a good way to develop a child’s empathy. Have your child write a diary as if they were one of the characters.
#4 Develop a Virtual World
One of my sons has developed his own virtual world. He’s created detailed maps, descriptions of all the creatures, plants (more than 100 in all, fully illustrated) and lands in it, and a complete history of this imaginary world. Your child can create a virtual world that is either an extension from an existing computer game or something completely new.
#5 What’s Cooking?
If your child likes to cook, why not develop some special recipes of what people eat in the computer game’s virtual world? What’s their favorite food? What is the national dish? These “recipes” could be from real, edible foods or other non-edible materials (make sure your kid doesn’t eat the latter!).
#6 Get Hands On
Some children are kinesthetic learners; they learn by doing. If your child is one of these, they can create 3D models from clay or papier mâché of the characters from a computer game. You can even create life-sized models in your garden/backyard. For example, you can carve a character from an old tree stump or log.
#7 Create Your Own Computer Game
In the area of computer games, what could be more creative than creating your own game? When they create a game, computer game companies go through a process similar to some of the steps described here so you might be able to use the results of your fun work to create an actual computer game.
There are hundreds or thousands of software tools you can use to create your own games. However, unless you’re a “techie”, it’s probably easiest to use one that doesn’t require any programming or advanced computer skills.
Software tools such as “The 3D Gamemaker”,* for example, allow you to create games simply by pointing and clicking. The 3D Gamemaker has a library of scenes, sounds and 3D objects that you can combine into your own games. Obviously, this is a bit less creative then making a game from scratch, but you can also scan in your own images, record your own personal sound effects and import your own 3D models to make your game more original.
The Multi-Choice Creation System (MuCeS) lets you create Multichoice adventures in which the game player chooses one option out of a number of given options depending on what she thinks will be best for a given situation.
The above are only two examples of the possibilities. The point is that you don’t need to be a “rocket scientist” in order to create your own computer games. Imagine how thrilled your kids will be to create their own games. Playing computer games will never be the same again!
Conclusion
Some parents regard computer games as an “unhealthy” influence on their children, but when you combine computer games with some of the “offline” child story creation activities described here, you’ll not only unleash your child’s creative genius, you’ll have a lot of fun doing it.
* Note: I have not (yet) used any of the software described here. The products mentioned are provided purely as examples.

M4W

To date, we now have seven generations of video game systems. From Magnavox’s Odyssey to the Nintendo’s Wii, you can conclude that the era of modern gaming has just yet started. There will be more video game systems to come, and probably future game consoles are now on its “finishing touches” stage as of this moment. What can youexpect? Sony may be on its way to another sequel to its PlayStation 3 or Microsoft is into more advanced game consoles that will take the gaming public by storm.

Most video game systems which belong to the seventh generation will be released on the last quarter of 2006. These include PlayStation 3, Wii, and Evo: Phase One. In addition, there are still individuals who want to take the good old times in pursuit of the old game systems, particularly the Atari-produced game consoles. Thus, you are given hundreds of choices in terms video game systems. From the old ones to the new ones—there is just a lot for you to choose from.

In choosing a video game system, there are many things that you need to consider. It includes your personal preference on what type of games you are looking for, the compatibility of the games with respect to the video game system, its basic features and technical specifications, and other game system-related criteria. You need a reliable source to provide you initial information and some helpful insights that you can rely on when choosing a video game system.

You need not go far just to look for such useful information. In fact, this information is just a few clicks of your computer mouse away from you. Try to utilize your Internet-connected personal computer and search for various video game system reviews online.

These video game system reviews will give you information and insights made by reputable personalities on the gaming industry as well as the gamers who have already got a try of a particular or several video game systems. In addition, you will be able to participate and make your own reviews based on your own experience of owning and using a certain video game system.

What you can expect when you search for an online video game system review? Check out the following and make sure that the review you are referring has it.

•    Review search- an online video game system review must have an extensive collection of reviews that are focused on different game consoles. Whether you are looking for an Atari 2600 or Microsoft Xbox, make sure that they have sufficient review collections for all video game systems, especially the new releases.

•    Video game system archives- this section provides extensive information about different video game systems, from the Atari consoles to the new generation consoles. Their technical specifications as well as brief descriptions are discussed to give you an idea how it will be once you own a particular video game system. It also includes rating in terms of features, games, and graphics of the game system.

•    Review polls- this particular section is devoted to gamers who want to share their own experiences with several video game systems. It answers several questions, such as the video game systems that they presently own, their impression with regards to the new generation of game consoles, and their insights on various games, whether old or new. In addition, you can register your own experiences and insights that can be of help to other gamers as well.

•    Online message boards- this is an interactive forum where there are latest reviews posted on a regular basis. You may participate in online discussions focused on the video gaming industry. It also gives you the opportunity to ask questions or seek advices from gaming experts and other participating gamers.

Online reviews are commonly written on a chronological order, with the latest reviews on the main webpage. In most cases, reviews on a specific date tackle a particular video game system and the popular games that are compatible with it. For instance, you might come across a review about the Nintendo Entertainment System (NES) and some of its popular games such as Super Mario Brothers, Isolated Warriors, and Pirates.

Before you purchase any video game system, make sure that you will read online reviews. Use this to grab the best game console, whether an Atari 2600 or a Sony PlayStation 3.

I am somewhat of an expert on finding free online games and free computer games online. I, myself, have been dabbling with computers and computer games since I was twelve years old. Today, aside from playing free online games and computer games I am a Microsoft Certified Systems Engineer (MCSE), twice over. I am also certified by Cisco twice over as a Cisco Certified Network Administrator (or CCNA.) I have enjoyed playing free online games and computer games ever since I could remember seeing computer games. In my time, you could not find free online games, but you could purchase computer games – you usually visited an arcade to play pinball, or play some of the video games of the time. READ ON…I AM GOING TO SHOW YOU HOW TO FIND, DOWNLOAD, AND PLAY FREE ONLINE GAMES AND COMPUTER GAMES – MOST ANY GAME THAT YOU WANT TO!!!

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So, how do you find and download free online games and computer games? It used to be that you could attend user groups and exchange free online games and computer games. This was a great way to beef up your computer games collection. You could also sometimes find free online games and computer games on BBS’s (Electronic Bulletin Board systems). These were a couple of ways you could get computer games without having to buy them!

Computers and computer software have both evolved, and continue to evolve, and free online games and computer games are widely available on the Internet. There are two popular ways to obtain free online games and computer games: through a peer-to-peer file sharing program like Morpheus and Limewire. You can download Morpheus, Limewire, and a number of other peer-to-peer file sharing programs FREE, and either upload and/or download free online games and computer games for nearly all of the platforms out there.

A BETTER way to download and play free online games and computer games, and even console games, is to download what is called a “torrent client program”. Once you have a torrent client installed, you can visit any number of “torrent web sites” – web sites that primarily house free online games and computer games as torrent files. Just do a search on the Internet for free online games and computer games, and add the word “torrents” and download free online games and computer games.

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By Irene Becker, CCTA Irene Becker is President of Just Coach It, a professional coaching firm specializing in effective living, leading and communicating at the speed of change. Please do not hesitate to contact Irene at irene@justcoachit.com, or to visit Just Coach It on the web http://www.allhottips.com First and foremost effective communication is essential to not only organizational success, but success in one’s personal life. Effective communication promotes interpersonal understanding and problem solving. I was hired to first do personal coaching with focus to be determined by each core team member, and the mandate changed to dealing the communication skills of each core team member and areas of communication that they wanted to improve. While we live in what has been deemed the information age, the preponderance of advertising, media and instruments of communication has perhaps dealing with staggering amounts of communication to absorb and less and less time to effectively use and improve our communication skills. Communication can not be measured by the amount of communication that is exchanged, but by how many messages are received, understood. Clear communication is key as we all filter verbal information through what we want to hear and are expecting to hear. It is important to always verify what the receiver of one’s message understands the message to be and to move away from personalizing questions that may arise, and focus on clarifying what one wants to communicate. Here are two major communication skills areas and three areas of speaking and listening that are key to effective communication. I) SPEAKING SKILLS A. Slowing down our though processes to understand the message B. Making our self understood C. Testing our conclusions about what is being communicated II) LISTENING SKILLS D. Listening constructively E. Getting the essence of the communication F. Exploring any disagreement that may arise as a result of the communication Let’s take a closer look at what makes good speaking and listening happen! A. SLOWING DOWN OUR THOUGHT PROCESS Slowing down our thought process is key to clearly expressing our opinion. Thought is a really rapid process. Our minds are capable of receiving, evaluating, interpreting and classifying thousands of bits of information simultaneously. Most of the mental digestion of our communication takes place unconsciously. As such while we are very aware of the results of our communication, we are not usually aware of the process. It is really important to delivery clear messages to the receiver of our communication. If we do not make sure that we are delivering both a clear message and also a reason for this message the receiver may not get what we are trying to say. Slowing down our thought process is key to clearly expressing our opinion because in order to clearly transmit our message the receiver must understand not only the conclusion we are stating but how we arrived at the conclusion. If we want our thought processes to be understandable to the receiver it is very important that we explain the basis for our message. B. MAKING OUR SELF UNDERSTOOD While making oneself understood in English to another English speaker sounds really easy it is not. While we all speak the same language the words that we use can have different meanings or none at all the receiver of our communication. We all know that it is important to clarify the meaning of technical terms to an outsider; we often forget that it is of equal import to make sure that the receiver understands the meaning behind our words. In the best of communication checking the message received is always a good idea because it allows us to make sure that the message that we are sending is the one that is received. While the person we are communicating may be listening they must also be hearing our meaning and not what they hear through their personal psychological, sociological filters. Our usage of receiver friendly vocabulary is also key because if the receiver does not consider the words we are saying to be of importance, of the vocabulary we are using does not speak to them personally we will lose their interest and attention. We have to always make sure that when transmitting information we are using words, phrases, images and metaphors that the receiver is accustomed to and that we are always checking that the receiver is following what we are saying, not what they are hearing us to say. We have to be responsible for the effectiveness of our communication and it starts with speaking the language of the receiver and making sure that what we are saying is clearly understood. C. TESTING CONCLUSIONS Encouraging others to ask questions about our conclusions does not weaken our communication effectiveness but rather strengthens the communication rapport between sender and receiver. Letting others in on the reasons behind our conclusions, encouraging them to ask questions and seeking clarification is critical to great communication. Each time we express our opinion there is an opportunity to also test what we are saying with the questions or reservations that the receiver may express. The more questions that arise, the better our conclusions will be. While encouraging the receiver of our communication to question what we are saying does not reflect the old business communication model, it is very reflective of a new paradigm, a flat versus hierarchical model of work and of communication. Engagement is key to our work, to our communication and certainly to the synergy of a team. Engagement cannot be accomplished without transparency in communication, which includes the opportunity to discuss points and conclusions. Discussing points on their merits rather than pushing a particular point of view can be greatly productive to team communication as if facilitates group engagement and synergy. It sets up a group dynamic that moves away from adopting the solution of the boss or team leader, but rather letting go of competition and embracing a team spirit that will give birth to the best solution coming forward. Also, this type of open discussing and testing of conclusions initiates team dialogue, open team dialogue that will serve to help the team reach solutions that would not have been possible by just taking the opinions of a single member of the group. D. UNDERSTANDING OTHERS Listening is not the same as hearing. Hearing means that we are physically receiving communication. In order to truly understand what a person is saying we need to have a clear picture of what the sender truly wants to convey to us. Communication is based on rapport, and rapport cannot be developed if we receive the sender’s message with a blank show of interest, a nodding head or a neutral face. The sender wants to be understood and in order to understand the sender we need to listen carefully and without judgment or drawing premature conclusions. In order to listen effectively we have to take pause and eliminate the thoughts we have that are distracting us from what the sender is saying. We will be able to understand the sender better if we not only focus on what they are saying but their tone and body language. Improving listening skills is one of the most important communication skills because in listening attentively and well we are enhancing both our ability to receive a message and also to respond appropriately and to continue to develop rapport with the sender. It means making sure that you listen without judgment, that you are a positive, recipient of the message and that you show the sender that what they are saying is important by focusing on them and also reformulating what they have said in our own words. If you do not have time to listen or to focus, it is better to postpone the conversation for a better time than to pretend that you are paying attention. E. GETTING TO THE ESSENCE While it is really important to ask questions of the sender to clarify their message, it is of equal import to be careful how we ask questions. No one likes to be grilled, interrogated, or examined with an overly critical and demanding eye. A calm but warm tone of voice, focus on the issues, and an apparent desire to understand what the sender is saying rather than judging or criticizing the message is key. Open ended questions are tools for clarifying the sender’s message as the elicit communication flow and allow the party you are asking the question of to remain relaxed, open and to see that you do not want to dominate or castigate, but rather to communicate. F. EXPLORING DISAGREEMENTS If disagreements are handled properly they can be a really important resource of information for any team. If handled properly they can be a source of new ideas, innovative solutions and greater rapport. Disagreements should never be ignored and every attempt should be made to explore disagreements with carefrontation rather than exacerbating misunderstanding or conflict. Disagreements can only be addressed when each party to the disagreement understands clearly what is causing the disagreement. Sometimes different people have different opinions, other times they start off with different information or interpretations. Often the disagreement is not about the issue at all but the manner in which a message was communicated or poorly expressed. Exploring disagreement means stepping away from judgment, from criticism and just focusing with the sender of the message on what caused the disagreement and why. The first step is always to determine the cause of the disagreement, clarify meanings of the words used and go through each step of the reasoning process. Exploring disagreements constructively is never about starting a blame game, never about challenging others, getting overly emotional or becoming critical and condescending. Disagreement can cement relationships, uncover new solutions and help both parties to learn and grow. While no one likes to address

Queinnise Miller & William Allan Kritsonis, PhD 

Introduction

Unprecedented change is taking place in schools all over the world. Schools are increasingly being managed like businesses. Without effective strategic planning principals will be involved in crisis management (Van der Linde, 2001).  As schools engage in strategic planning, professional learning communities should be heavily depended on to help districts move from infancy to maturity in their quality of instructional and overall educational success.  By using the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2003) as a guide for professional learning communities this will increase the success of professional learning communities and their impact on strategic planning. 

 Purpose of the Article

The purpose of this article is to explore professional learning communities while taking a look at how they impact school improvement and their place in strategic planning in education.  This article will address how the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2003) is implemented in the core of professional learning communities.  By utilizing the six realms in professional learning communities, leaders and teachers will be able to achieve the highest excellence possible in educational achievement.

  Professional Learning Communities

 Professional Learning Communities (PLC) has over the last few years been almost a house hold name among educators of all levels.  In fact, the term has been used so ubiquitously that it is in danger of losing all meaning (DuFour, 2004).  Each word of the phrase “professional learning community” has been chosen purposefully. 

Dufour and Eaker state:

 A “professional” is someone with expertise in a specialized field………. “Learning” suggests ongoing action and perpetual curiosity….. In a professional learning community, educators create an environment that fosters mutual cooperation, emotional support, personal growth as they work together to achieve what they cannot accomplish alone (as cited in Thomas, Gregg, &  Niska, 2004).

   Most all professional learning communities follow the same protocol.  Within each community the teacher as well as leaders is encouraged to pursue personal and professional development, integrating it as part of their regular job responsibilities.  For example, the Alief ISD implements PLC time into the school week by creating a weekly early release day for students and utilizing that extra hour for mandated sessions for teachers to be in their specified professional learning community. Within professional learning communities, leaders have incorporated professional development by asking teachers to discuss and share differing classroom applications.

   From those interactions, teachers are enhancing their professional knowledge in a more informal approach to professional development.  True professional learning communities follow different protocols to evoke dialogue between team members.  In some professional development settings, teachers are asked to read books or educational articles as a catalyst to encourage reflection, inquiry, and sharing. Individual and team judgment is valued more than rules, policies, forms, and procedures. Most importantly, everyone is encouraged to take responsibility for their own learning and development and this is considered to be a norm of the school’s culture (Thompson, 2004).  

 These concepts of professional leaning communities may sound simple to implement, this is not always the case.   Implementing professional learning communities is  challenging.   For  starters,  they  require a  deep  cultural  change  within  the  school  ( Honawar, 2008). 

   How Professional Learning Communities Impact School Improvement

There are cascades of strategies, theories, district initiatives, and many other ideas to improve student learning.  Teacher collaboration is hailed as one of the most effective ways to improve student learning (Honawar, 2008).  This can be debatable like most issues.  According to Thomas, Gregg, and Niska (2004), many K-12 school are working to become  professional learning communities in the hope that student learning will improve when adults commit themselves to talking collaboratively about teaching and learning and then take action that will improve student learning and achievement.  Other leaders in the field such as Mike Schmoker (2004) believe that “…the most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community” (pg. 424). 

For former superintendent Richard DuFour (2004) in Educational Leadership, attributes the successes and record gains in his near Chicago school district to goal oriented collaborative teams.  DuFour believed that collaborative teams were the engine behind each schools improvement efforts.   Mike Schmoker said:

 In the nearby but less advantaged Chicago Public Schools, those with strong professional learning communities were four times more likely to be improving academically than schools with weaker professional communities.  We can no longer afford to be innocent of the fact that “collaboration” improves performance. (pg. 431)

 Such simple effort, teachers teaching one another the practice of teaching, leads to what has to be one of the most salient lists of benefits in educational literature:

 Higher-quality solutions to instructional problems,

Increased confidence among faculty, Increased ability to support one another’s strengths and to accommodate  weaknesses,

 More systematic assistance to beginning teachers, and

The ability to examine an expanded pool of ideas, methods, and materials (pg. 430).

 We believe that an unknown author said it best, “I cannot improve my craft in isolation from others.”

 The Role Professional Learning Communities Have in Strategic Planning

 For some people, the term strategic planning brings to mind a disciplined and thoughtful process that links the values, mission, and goals of a school system with a set of coherent strategies and tasks designed to achieve those goals (Reeves, 2007). According to Weindling (1997) strategic planning “is a means for establishing and maintaining a sense of direction when the future has become more and more difficult to predict” (as sited in Van der Linde, 2001, pg. 536). 

Professional learning communities embodies this process and allows for a triangulation of planning, goal setting, and result evaluation.  Communication is the element that makes strategic planning such a success.  Through professional leaning communities, this element of communication is evident as teachers begin to talk and create communities that focus on the specific needs of a campus, department, or classroom. 

Implementing “Symbolics” in Professional Learning Communities

The first realm of meaning is symbolics. “These meanings are contained in arbitrary symbolic structures, with socially accepted rules of formation and transformation, created as instruments for the expression and communication of any meaning whatsoever (Kritsonis, 2007, p. 11).

Professional Learning Communities use communication as the backbone in which its purpose is fulfilled.  Within professional learning communities this first realm is evident with the “ordinary language” that is required for effective communication to take place.  In all professional learning communities, there is a discourse employed in the everyday speech and writing of education.  Without the knowledge of this language and the knowledge of its meaning, educators within these communities cannot make progress in their journey to student improvement.  “A person knows a language only if he understands its meanings” (Kritsonis, 2003, p.109).  Gamble (2008) postulates that teachers must learn the vocabulary and apply the concepts of a PLC.  They must talk the talk and walk the walk in lesson preparation and lesson presentations. Teachers must model the dynamics by stating clearly the objectives to the students, and make frequent use of formative assessments, using graphic organizers whenever possible. The use of graphic organizers is the implementation of symbols, which according to Kritsonis comprise another of the outer faces of language.  These symbols are spoken sounds or written marks that convey the meaning to be communicated (Kritsonis, 2007). 

The realm of symbolics expresses that different languages reflect multiple ways of organizing experiences.  This is implemented in professional learning communities,  by the collaboration  effort between  teachers as they share experiences

              The Implementation of “Empirics” in Professional Learning Communities

 The second realm empirics, includes the sciences of the physical world, of living things, and of man. These sciences provide factual descriptions, generalizations, and theoretical formulations and explanations that are based upon observation and experimentation in the world of matter, life, mind, and society. (Kritsonis, 2007, p. 12)

 As educators collect and analyze data from students to produce better results they are functioning in the empirical realm. 

The educators involved in