支部大会の開催中止と支部報告について

ATEM西日本支部会員の皆様、

日頃よりATEM西日本支部の活動にご理解とご協力を賜り、ありがとうございます。
さて、今般のコロナウィルスの感染拡大の状況を鑑み、3月に予定しておりました、ATEM西日本支部大会は「中止」とさせていただくことをご連絡いたします。
なお、本来は支部大会で報告すべき役員人事と会計報告について、ご報告させていただきます。

1. 支部役員人事
(退任)小野隆啓(京都外国語大学)
北本晃治(帝塚山大学)
平井大輔(近畿大学)
(新任)ラムスデン多夏子(京都外国語大学)

2. 会計報告
【収入の部】329,913円
2019/02/18        2018年度繰越金        260,770
2019/03/02        展示ブース代(ピアソン・ジャパン)        2,000
2019/03/02        大会参加費(非会員@500×4名)        2,000
2019/03/03        記念論集販売(@500×5)        2,500
2019/03/03        不明金(領収書未渡1件+おつり間違い)        505
2019/04/01        受取利子        1
2019/06/28        スクリーンプレイ印税        11,136
2019/07/24        西日本支部活動費        50,000
2019/10/01        受取利子        1
2020/01/12        懇親会余剰金        1,000

【支出の部】329,913円
2019/02/24        運営委員会交通費@京都女子大学        11,210
2019/02/28        事務局備品(領収書)        334
2019/03/02        特別講演謝礼        10,000
2019/03/02        交流会招待(@4,500×3名)        13,500
2019/03/02        アルバイト代(1,000×5h+昼食代)        6,000
2019/03/02        茶菓子代        4,263
2019/03/02        大会備品搬送代        1,577
2019/07/14        運営委員会交通費@兵庫教育大学大阪サテライト        5,400
2020/01/12        運営委員会交通費@兵庫教育大学大阪サテライト        8,880
小計                 61,164
繰越金    268,749

なお、正式な会計報告書は、次回の支部大会で配布させていただきます。
事態の1日でも早い収束をお祈りいたしますとともに、皆さまにおかれましては、どうぞご健康に十分留意されますよう、お願い申し上げます。

ATEM西日本支部支部長 近藤 暁子

Teaching English Through Video Games

タイトル:Teaching English Through Video Games
投稿者:Ken Poon(Freelance)

As an educator, I’ve always been interested in incorporating different kinds of media into the classroom. Movies and TV shows are common tools, and I have used them often in my lessons. But what about other kinds of media, for instance, video games? Is it possible to teach using video games?

In my class, we play a smartphone game called Spaceteam(2012). It can be played with up to 8 players. The game bills itself as a “cooperative party game”. The premise is simple: the players are pilots of a spaceship, and they must reach the goal in the allotted amount of time.

Each player uses their own phone to play the game. So if 8 players are playing, there are 8 phones. On the screen, there will be a variety of buttons, levers, and dials; akin to what you would imagine seeing on a spaceship’s control panel.

Players are given commands on their own phones that the other players do not see. For instance, player A’s phone will say, “Turn boosters to 5”, but their “control panel” does not show a dial labeled “boosters”. However, player D may see the boosters dial, but they cannot see the instruction that player A can. So, player A must yell out the command “Turn boosters to 5”, which will inform player D to perform the action.

The game will then give directions to a different player to execute a command that they may not be physically able to do, thus, they must shout out instructions to whoever can complete it. The game relies on information gaps to get players communicating with each other so they can reach the goal in time.

The usefulness of this game comes in a special free version called Spaceteam ESL. The gameplay is exactly the same as the original Spaceteam, however, there is an option that allows educators to create their own word lists. The game then uses these words as the label for the various buttons and dials on the control panel.

For instance, in the high school classes that I teach, students must be able to know and say vocabulary words from their textbooks. And while rote memorization and practice can work, many students may feel disengaged or uninterested. By using Spaceteam ESL, I can incorporate those vocabulary words directly into the game itself, which the students have been enjoying immensely.

So, if they are learning words that are used in a restaurant, instead of the game’s instructions saying, “Turn boosters to 5”, it may say, “Turn appetizer to 5”. Of course, the usage is nonsensical, and that is part of the fun of it. However, the students must properly read and say the words so that their teammates can listen for it and take the appropriate action. This gives students plenty of opportunity to practice their reading, speaking, and listening, and fosters communication between them. The game also works great as a team-building activity, giving shy students a chance to contribute, cooperate, and have fun with their peers.

While many see video games as an inappropriate tool for education, the variety of games has evolved immensely from their inception in the 1970s. Modern games give students new ways to play that we could have never imagine. By using video games effectively in class, I believe that we can engage students in the lesson in a way that other media cannot.