Issue one of a good education is quantity of knowledge contained. I do see how students learn in these new technology high schools, but do you really think students get the same educational experience? Additionally, do you think that in the near future the CS field will be bombarded with qualified applications, and in turn force CS rates down?
Friday, February 29, 2008
No Gamer Left Behind
On the Fence with Educational Gaming
I find myself to be on the fence when it comes to educational video games in the classroom. I am awed by the possibilities that such games can allow, yet worried by the potential gaming culture characteristics and time spent on such games.
In Ken Ellis’s video, “No Gamer Left Behind: Virtual Learning Goes to the Next Level,” many of the benefits of virtual gaming are highlighted including virtual surgeries, fire hazards identification training, and creating building models. These simulations enable people to "make mistakes without risk" (Ellis, 2007) through replication of authentic experiences. I suspect that these experiences are often more time and cost efficient, and easier to access. I have also seen such educational video games grasp my students’ attention and increase engagement. I think these are very useful and sensible uses of virtual games in the classroom.
On the other hand, I worry that video games and virtual worlds can be too much. I think that many of our digital native students already access these sorts of games a lot on their own time and they do not need more in the classroom. In my experience as a teacher, I have come across many students who spend a significant portion of their time invested in video games to the extent that when you ask what they did over the weekend, their response is “played video (or computer) games.” This has me wondering if school really is the place to bring in more gaming. I also worry about the culture the can be connected to video games. As Taylor noted, “playing computer games regularly puts users in the position of relying on vast networks of resources, including game hints, cheats, and walkthroughs…” (p. 114). While utilization of these resources is more for online gaming, I think that the culture is related.
I can justify educational video games in the classroom when I think of them as an extension of other learning activities. As a classroom teacher, I have always incorporated games into my lessons to practice, review, or reinforce the concept or skill my class was working on. Given this perspective, I think electronic educational games and simulations can be used for the same purpose. I also think that using such technology is another way to teach and connect to our digital native students. Virtual learning is part of our students’ culture and as an educator; I feel I need to embrace what works the best for my students.
Wednesday, February 27, 2008
Educational Gaming
After watching this video on educational gaming and reading Technologies of the Childhood Imagination by Ito, I began to really think about my early schooling and play time experiences as well as those of the other kids in my family. Imagination and game playing among children is really nothing new. My first thought was that it is just more elaborate today because of technology, but then I decided that that wasn't it either. I remember my brother playing extremely intricate baseball simulation board games where he and his friends invested huge amounts of time. They also played baseball as a sport, and watched it on TV. It was the topic of discussion, trading cards were purchased and traded and their entire social life for several years revolved around baseball. It was pervasive as the essay by Ito describes Yugioh today in Japan. The one difference I see, however, is that my brother's scenario was not as widespread in the population as Yugioh. It was more confined to his group of friends who were crazy about baseball.
Globalization of technological media is the difference between yesterday and today. Kids love games whether it be sports, or barbie dolls. My granddaughter likes to pretend all sorts of things. She is three. So, it is no wonder that the idea of using technological games to teach is upon us. Teachers have used games to teach for many years. Now we have elaborate technological games that allow us to teach many subjects in depth. I find it fascinating. I would love to visit the high school in the video that seems to "do it all" with technology to find out how they really cover subject matter. My concern is that games shouldn't replace good teachers who grasp intricate concepts and can guide children's conceptual growth and ethics. However, using technological games to harness enthusiasm, develop skills, and learn in a more hands-on way seems like a great thing and definitely one that I intend to explore further.
Sunday, February 10, 2008
Power and Control
When we talk about technology uses in schools, we must also talk about issues of power, authority, and control. Today's students, for the most part, experience technology as an integral part of their lives. Teachers, on the other hand, might reluctantly acknowledge the idea that their students are what Prensky (2001) referred to as "digital natives", but not all teachers (or parents) are convinced that technology uses for learning are an inevitable outcome. And some of that resistance emerges from a sense that technology exposes kids to ways of learning and potentially harmful ideas that are beyond the control of a classroom facilitator.
Take a look at the two videos suggested by class colleagues (on the links menu) and then consider again. Is technology inevitable? If not, how does a teacher control what kids access and learn outside of the school day? Should teachers take the deliberation about authority, power, and control public with their students?
BTW, For more on the term digital native, see http://www.ascd.org/authors/ed_lead/el200512_prensky.html
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–2. Available: www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
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