I have only a limited experience using video games in the classroom that include using basic ‘educational’ type video games like Lexia-reading program and a couple of maths games. During these times I have noticed that most students are eager to use these resources and for the most part are highly engaged in the activity. On the flip side I did observe some students becoming frustrated and then not wanting to participate. This I believe stemmed from their inability to use the game correctly and not understanding the objectives or rules of the game. This reinforces my thinking that as fun and engaging as video games seem to students if we are to use them in an educational environment like any other resource or framework they need to be tailored to a broad range of students needs and have a high level of instructional support present for students to gain any educational advantage from it.
I am excited to move up from my current level of experience and incorporate new ways of using video games in education. From the perspective of a teacher librarian/classroom teacher I can see lots of potentially good avenues to explore this type of technology. There are two basic approaches designing new games or implementing existing games. I have seen a wide variety of games available out there on the Web to support learning in a very authentic way. Also I think that a really rewarding experience is having students design and create their own computer games which would explore their creativity and knowledge on a range of topics. A teacher librarian working closely with the classroom teacher could integrate video games and game making activities with a current unit as apposed to a separate, stand alone unit. This would give the students a greater sense of purpose for the activity and clear learning objectives to keep them engaged and on task. For example a game could be created in conjunction to a topic such as sustainability incorporating a variety of KLA’s such as Mathematics, SOSE, English, Arts, Science and Technology.
Schools need a reliable network of computers with the capability to run these programs making it a potentially nail bitting and frustrating endeavour. I‘m sure every educator has had experiences with technology in their classroom where there were glitches in the system, slow internet speed etc etc… So getting teachers to agree to use these technologies as apposed to a more reliable method might be tricky. Convincing the teachers and wider school community that video game use and creation can be a valuable tool in education will be an important role for a teacher librarian to undertake. I feel it will be important for me to provide professional development and support in the area of incorporating video games into the curriculum. Introducing current games that have a wide spread capability to support a unit or a topic will be important to provoke enthusiasm and interest in this medium. I have included a video clip in the blog that I think would be a good resource to introduce the idea of video game learning to my colleagues.
Using a game such as PowerUp or City Rain which can be used in conjunction with the sustainability unit which would be a good start to initially introduce students to the way video games can fit in with their learning. These games are motivating, engaging and contain that ‘fun’ element. PowerUp asks players to save an imaginary planet Helios from ecological destruction by carrying out missions to supply solar, wind, and water power. Cityrain asks the player to reconstruct cities making them eco friendly before the world environment protection agency fines them. It could be used both as a consolidation of learning tool and/or used throughout the unit successfully. There are lots of other games available on the Web that can fit into a variety of topics for teachers to try out.
In another respect designing and creating a game to fit a certain unit or topic can be just as motivating and engaging. I am eager to give this a try even though the thought slightly scares me in relation to my capabilities. I initially aim to start small with simple achievable design tasks to get the ball rolling and build from there. A couple of free software downloads that I have come across seem to be able to deliver 3D game making capabilities. One of these software programs is Sandbox 3D game maker available free with plenty of support tutorials on how to develop you game and manipulate your landscape. I would start with a program like this with the older students and then integrate it into younger grades. Considering the sustainability unit students could make there own sustainability adventure game either in groups or as individuals. I will be eager and excited to see what the students and teachers are able to produce and how it affects their learning. Also it will be interesting to see what problems they/we will encounter and how we resolve them to really tailor these learning experiences to our needs.
Golda Mangan
Incorporating video games into learning units, and including game creation are important ways to use video games in learning. Important also, as outlined by Williamson (2010) is the development of students' critical skills around video games. Just as students have come to be media savvy about advertising, film and TV in the 60 years since TV was developed, students must become aware of the quality of the game in terms of what the game might persuade them to do; and the knowledge that might be constructed from playing the game. For example, if the game Age of Empires is widely played, students need to be aware that not all the historical content of the game is factual.
ReplyDeleteMargaret
Short response to Golda’s blog entry on transformational practice.
ReplyDeleteThe creation of video games seems to be one very good way of incorporating the many benefits of using video games in the classroom. It promotes the development of 21st century skills, in particular technology skills and problem solving skills and can be embedded in a unit which aligns with the content and needs of the curriculum - always a necessary balance for a classroom teacher.
Hidel Caperton (2010) argues for the importance of students "writing" their own games as opposed to just "reading" (playing) them. This allows for students to fully develop what Gee describes as the semiotic domain or ways of communicating within a particular field, in this case video games. So incorporating the playing and designing of games in the classroom will assist students understanding and games literacy more fully.
The role of the teacher librarian is a unique position in modelling the use of these technologies within the school as you are afforded the opportunity to work vertically allowing you to demonstrate effective use in the different areas of schooling. This is always more powerful when introducing new approaches within schools as modelling is an effective learning practice and demonstrates that these experiences are not bounded by age.
One practical way to incorporate media literacy might be to utilise the review tab on game websites. An example is provided by IGN Australia at http://au.wii.ign.com/articles/108/1086207p1.html. Here, game players have provided a review structured around aspects of the game such as Presentation, sound, graphics, game play and lasting appeal. This is strongly reminiscent of an English teacher’s book review structure: comment on the theme, setting, characterisation, style and plot. It is not such a quantum leap to imagine that a student could be given a choice of whether to review a novel, or a game (both from a list provided by the teacher’s choice) in order to engage those students who are interested in video gaming. This approach would also solve the problem posed by the participation gap around video games.
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