We are educating our students to live and work in a world that is more and more dependent on technology. These technologies are the tools that our students will manipulate in order to engage with knowledge and the world of work. Jenkins describes this as a “participatory culture”, one in which students not only consume media but produce and create using the same medias (Jenkins, 2006). If students are to be equipped for the 21st century then they need to be equipped with 21st century skills. How do we as educators incorporate these demands in the classroom?
Good video games allows for innovative pedagogy in the classroom. We could argue for their use as a means of teaching necessary technological skills that students will need in the world today. These games are highly engaging allowing students to practice these skills in a variety of situations. Some games also offer the opportunity for students to engage with specific content that is needed to build deeper understanding in particular subject areas. But even more than these obvious uses of games in the classroom they encapsulate good learning theories and playing and using games offers teachers access to this (Gee, 2007).
Incorporating video games in the classroom would be challenging for me as I have very little experience with this technology and have discovered that I do not possess the necessary skills to play even quite simple games adequately. This would need to be the first thing that I focus on. I need to play games in order to develop skills that would at least give me the opportunity to understand how games are constructed, their complexity and the learning opportunities that games afford. To fully understand games potential I must first begin to become literate in games by playing and using the hardware and software associated with video games. I also need to engage with the huge variety of genres to fully realise the potential. It is this knowledge that will allow me to reflect on the opportunities that video games allow and to plan for effective use within the classroom setting.
However I can begin to use games in limited way in my classroom whilst developing these literacies. Whilst understanding that games possess greater potential other than just as novelty for pupils, I would begin with using my expertise. My expertise as a classroom teacher is designing teaching and learning opportunities to meet the needs of my students. Using current teaching units I would look at games resources that are available and incorporate these as a way for students to learn necessary content. An example of this would be the ABC Catchment Detox game whilst completing a unit on Human Impacts on Healthy Waterways. In order for students to socially construct their learning these types of games can be played in groups with decisions being made collaboratively. Keeping game journals would also allow the opportunity to reflect and compare decisions made in order to discuss the effectiveness of decisions.
A second approach to use of games in the classroom is to use games as a text to be studied. This would require that students were familiar with the various genres and requirements of games in order to critically assess the effectiveness. Sights such as YoYo Games could be used as a means for students to play the various games. To allow for the critical aspects of gaming literacy the students could review the various games that they play in order to rate them. It would be necessary for students to be cognisant of the structure and purpose of games in order to rate them. This would be the role of the teacher to help students to deconstruct the various components of games and decide what constitutes effective games. This would involve developing for students a metalanguage in which to discuss games, which is the first step in critically evaluating games they experience.
A further application of games in the classroom would be challenging teachers allowing students to produce their own games in the classroom. Developing their own games allows for students to develop greater understanding of content and deepens metacognition (Dipietor, Ferdig, Boyer and Black , 2007). Many games provide software for students to create their own games and there are many web based sites which also afford students this opportunity such as YoYo Games. Sebastian Loh (2009) makes the argument for teachers to use modding as a means of producing serious games using educational concepts that are to be taught. These skills would be part of the literacies that I as a teacher would individually build around games.
Mentoring has always been an effective form of learning and I would actively seek mentors who are already using video games in the classroom. The OZ_TL listserv would be an excellent way to make contact with those teachers who are already using video games in the classroom and use their models of engagement as a starting point for a novice like myself. This would also result in the sharing of online resources that are available to teachers as inspiration for further use. Web sites such as Top 100 technology blogs for teachers are a good starting place.
Good video games allows for innovative pedagogy in the classroom. We could argue for their use as a means of teaching necessary technological skills that students will need in the world today. These games are highly engaging allowing students to practice these skills in a variety of situations. Some games also offer the opportunity for students to engage with specific content that is needed to build deeper understanding in particular subject areas. But even more than these obvious uses of games in the classroom they encapsulate good learning theories and playing and using games offers teachers access to this (Gee, 2007).
Incorporating video games in the classroom would be challenging for me as I have very little experience with this technology and have discovered that I do not possess the necessary skills to play even quite simple games adequately. This would need to be the first thing that I focus on. I need to play games in order to develop skills that would at least give me the opportunity to understand how games are constructed, their complexity and the learning opportunities that games afford. To fully understand games potential I must first begin to become literate in games by playing and using the hardware and software associated with video games. I also need to engage with the huge variety of genres to fully realise the potential. It is this knowledge that will allow me to reflect on the opportunities that video games allow and to plan for effective use within the classroom setting.
However I can begin to use games in limited way in my classroom whilst developing these literacies. Whilst understanding that games possess greater potential other than just as novelty for pupils, I would begin with using my expertise. My expertise as a classroom teacher is designing teaching and learning opportunities to meet the needs of my students. Using current teaching units I would look at games resources that are available and incorporate these as a way for students to learn necessary content. An example of this would be the ABC Catchment Detox game whilst completing a unit on Human Impacts on Healthy Waterways. In order for students to socially construct their learning these types of games can be played in groups with decisions being made collaboratively. Keeping game journals would also allow the opportunity to reflect and compare decisions made in order to discuss the effectiveness of decisions.
A second approach to use of games in the classroom is to use games as a text to be studied. This would require that students were familiar with the various genres and requirements of games in order to critically assess the effectiveness. Sights such as YoYo Games could be used as a means for students to play the various games. To allow for the critical aspects of gaming literacy the students could review the various games that they play in order to rate them. It would be necessary for students to be cognisant of the structure and purpose of games in order to rate them. This would be the role of the teacher to help students to deconstruct the various components of games and decide what constitutes effective games. This would involve developing for students a metalanguage in which to discuss games, which is the first step in critically evaluating games they experience.
A further application of games in the classroom would be challenging teachers allowing students to produce their own games in the classroom. Developing their own games allows for students to develop greater understanding of content and deepens metacognition (Dipietor, Ferdig, Boyer and Black , 2007). Many games provide software for students to create their own games and there are many web based sites which also afford students this opportunity such as YoYo Games. Sebastian Loh (2009) makes the argument for teachers to use modding as a means of producing serious games using educational concepts that are to be taught. These skills would be part of the literacies that I as a teacher would individually build around games.
Mentoring has always been an effective form of learning and I would actively seek mentors who are already using video games in the classroom. The OZ_TL listserv would be an excellent way to make contact with those teachers who are already using video games in the classroom and use their models of engagement as a starting point for a novice like myself. This would also result in the sharing of online resources that are available to teachers as inspiration for further use. Web sites such as Top 100 technology blogs for teachers are a good starting place.
Remember too, that in a digital age, the teacher does not need to be the repository of all knowledge. Rather than learning how to play the video game (a past-time for which I have neither the interest nor the hand-eye coordination), why not let the students teach you how to play? Much information about the content and goals of games can be found online: indeed, the online communities are part of the whole gaming 'scene'. Teachers, in preparation for incorporating games into the pedagogy need only do some research, rather than become expert gamers. We don't all need to be swordmasters!
ReplyDeleteMargaret