A Prospective Fastlane Tool Of Education | fastlane | February 22, 2015


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A Prospective Fastlane Tool Of Education

Fastlane It's popular belief that video games are addictive and turn people into dull headed zombies. This supposedly wrong notion about video games is sought to be set right by no less than the Federation of American Scientists.

Everyone agrees that repeatedly doing a thing will result in almost perfecting the task. Video games by their very nature involve repetition to a large extent. By repeatedly playing a game, the child gets to master the techniques and tricks to win the game. To win a video game you have to plan and strategize, as almost all the games are based on a story line of mysteries and surprises. When a child playing a game repeatedly, learns the tricks and cheats to win the game by trial and error, he's honing his skills in analytical thinking, multitasking, team building and problem solving under pressure. These are the qualities that every employer is looking for in his prospective employees.

However, one can't rejoice that playing video games will give him /her good job, for, not all the games are so positively oriented. Except for a handful of games, all others promote violence and destruction. Besides this, none of the games are curriculum oriented - they teach nothing about science or math or whatever subject as in the school syllabus. So, the government and the industry should invest in projects to develop games that are subject oriented as well as soft skills enhancing.

Among the teaching fraternity, there is a half hearted support for having video games as a teaching aid. While two thirds of teachers interviewed for their opinion thought that the video games would lead to "anti-social behaviours", a large majority believed that they developed motor, cognitive and thinking skills and acquire specific knowledge. In schools, it is almost impossible to pay personal attention to each of the students and teaching according to his learning skills. But now, some educationists believe that games have the potential to personalize and allow pupils to learn at their own pace.  Thinking of it, we find children sitting glued to computer or video games for hours together, while teachers find it difficult to keep the attention of the students for a full 40 minutes. So, it is clear that visual attraction and interacting process can be used for better gain. Perhaps, if there is a video game that is based on a lesson, say history, on the life of Napoleon, children would get to know the French History better.

As of now there are only a handful of commercial games that can be used for education purposes. The governments of the world and the gaming industry should fund projects that help develop games based on the school curriculum. Using software for teaching is different from using games. Video game is a technology that can't be wished away. It has come to stay and is eating up almost all the time the kids have to spare.

Doug Lowenstein, President of the Entertainment Software Association, says, "We would be crazy not to seek ways to exploit interactive games to teach our children." Don Blake, technology analyst for the National Education Association, says that the teachers need to see games as a way to help - not as a threat!

The Experts have agreed to agree. So, this powerful medium should be properly harnessed and used prospectively, helping in bringing up a generation that excels in analytical thinking, multitasking, team building and problem solving.

For many parents, especially those who reside in the northeastern United States as well as other places, the pinnacle of education is found in Ivy League schools. Their cherished dream and life-long ambition is to send their sons and daughters to these schools, believing that the higher standards of education and social connections available there will likely set up their offspring for life. They are impressed no end by the Ivy League, with its connotations of academic excellence and its reputation for social elitism, and with good reason.

The term Ivy League can trace its roots to 1935, but the term really gained national attention starting in 1954 with the formation of the NCAA Division I athletic conference. With the dearth of professional sports at the time, people became rabid supporters of their favorite college teams and the Ivy League schools were no exception. Today, the term Ivy League is no longer associated wholly with athletics but with educational philosophy as exhibited by the country's oldest schools.

There are eight private institutions that comprise the Ivy League: Brown University in Providence, Rhode Island; Columbia University in New York, New York; Cornell University in Ithaca, New York; Dartmouth College in Hanover, New Hampshire; Harvard University in Cambridge, Massachusetts; Princeton University in the Princeton Borough and Princeton Township, New Jersey; University of Pennsylvania in Philadelphia, Pennsylvania; and Yale University in New Haven, Connecticut.

There are some characteristics common to Ivy League members, and these give credence to the perception that they are exceptional learning institutions. Ivy League schools consistently place among the top 20 in the US News college and university rankings; they rank among the top one percent of the world's academic institutions in terms of financial endowment; they are a haven for the country's top-tier students and faculty; and they are perceived to be socially elite.

All of the Ivy League institutions have financial endowments of over $2 billion each and are considered to be among the wealthiest private universities in the United States. Harvard, with a $25.5 billion endowment in 2005, is considered the wealthiest university in the United States and in the world. Incidentally, it is also the oldest university in the country here is link http://watchwrestling.in/watch-wwe-fastlane-2015-22215/ .


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February 22, 2015


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