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How will I use Video Games in my Future Teaching Practice?

After many hours of reading, looking at data and gathering my thoughts, I now believe that I have enough knowledge to consider using video games in my teaching practice. Video games are motivational, engaging, support cognitive development, ICT development and higher order thinking skills. Lenhart (Teens, Mobile & Games) discovered that in the USA, 97% of children aged 12-17 play computer games and in the UK, 78% aged 16-19 play computer games. Computer games are now as much a part of the media culture young people are growing up in, as television, film and music.
The Games and Learning Educators Report argue that there are four big ideas around games based learning that prepare young people to be successful workers and citizens in the 21st century. They believe games are a 'persuasive medium' with the capacity to influence players thoughts and actions, they offer ideal environments for practicing skills, they are an important format for consideration in media literacy studies and they support the construction of knowledge.
This all sounds pretty good, but I know that there will be barriers that lie ahead. From cost, lack of teacher knowledge, licensing agreements, young people not seeing the connection between gaming and learning to more ethical issues, such as violence, gender representations and social isolation.
This is why I spent some time becoming familiar with the Film, Television and New Media - Senior Syllabus (QSA). As I work in a primary school, I will have to adjust these ideas to suit my context. The focus is on five key concepts that are used to study moving image products (in my case video games) and there contexts of production (Nintendo) and use (to influence children). For student's to design, produce and critique their own and others' products, these concepts apply. The five key concepts are: languages, representations, technologies, audiences and institutions. When applied to games based learning, they encompass both game study and critical literacy.
After studying each concept (with some help from Michael's notes), I came up with some ideas as to how I could incorporate them into my teaching and learning.

1. Languages - Design a game using narrative and symbolic codes used by familiar video games taking into account the features of the game and the ways in which they communicate with players.
2. Representations - Choose three different games and identify the different roles males and females play. How are they represented (appearance, emotions, ideas)? Misrepresented? What sorts of social and cultural assumptions underlie these portrayals?
3. Technologies - Evaluate the effectiveness of two different game consoles (eg Wii and Xbox). How will people access and play them? Which one is what the market wants and why?
4. Audiences - Design a game for two different audiences (eg mainstream and alternative). What is the relationship between the game and the players? Who has the power? How are you going to sell your product? What strategy will you use to target your audience (eg merchandising, product placement)?
5. Institutions - Investigate how the Australian Communications and Media Authority (ACMA) regulate the content for games. Which companies dominate the production of video game consoles? Why or why not? 

Another great resource I found is the Games in Learning (EQ) project through Education Queensland's The Learning Place. The project recognises that games hold an important part in learning by engaging audiences, challenging imaginations, developing life skills, actively engaging student's in the learning process and developing social skills as student's become involved in the teaching of others. The project focuses on four areas - game study, game making, game play and game innovation.

To date, one of the most successful programs that has come out of the project is, Integrating Xbox into a Critical Literacy Unit, taken on by Kurwongbah State School in June 2006, incorporating platform games into learning through investigating and evaluating Xbox games. A program I would like to consider taking on myself at school in the near future.

Similar, in some ways, to the five concepts model, the Games in Learning project teaches student's how to think critically about games without becoming disengaged. To do this, as Michael Dezuanni has also mentioned, 'para-textual' practices are used. These involve online chats, 'walk-throughs', forum discussions, blogging, games mashups and more. In addition, through game making, student's experiment with modding, machinima, game design, making 2D games and some aspects of 3D games. They gain higher order thinking skills such as problem solving, teamwork, communication, technical skills, engage with ethical issues and have an opportunity to expand their creative and artistic abilities. 

Although problems may arise, like hype around a product, poor teaching pedagogy, lack of teacher confidence and time, accessibility and budget constraints, I am now willing to take on this challenge and believe that I can start to offer student's an avenue to 21st century learning.    

Video Games for learning: What does this mean for me?

Research into the effectiveness of new technologies in education is still in its early stages. Educators are still trying to discover what students are learning through digital mediums and how. What is known, however, is that technology is ‘already a prevalent fixture in the lives of contemporary students, so waiting for research to confirm the promise of digital innovation before committing to expanded experimentation is unwise’ (Wellings & Levine, 2009, 3). Basically, researchers are saying that students are immersed in this new digital era in an increasing manner, and this is not likely to change so rather than fight it, why not ride the wave and learn what works and how and why along the way. If educators are to keep students engaged and interested and able to participate effectively in the 21^st Century, then transforming learning with innovative uses of technology is not only a wise choice but also a necessary one.

The White Paper titled ‘The Digital Promise: Transforming Learning with Innovative Uses of Technology’ provides a list of many of the benefits technology provides education, when it is deliberately and comprehensively integrated into the teaching program. Researchers note there is a strong view that ‘technology is not a passing phenomenon’. In light of this view it is important for students to be equipped with technology and new media literacy skills in order to participate and function successfully within society and the workforce.

For these skills and goals to be achieved the teacher plays a key role. In the article ‘What Makes a Great Teacher’ Ripley writes, ‘more than any other variable in education – more than schools or curriculum – teachers matter’ (2010). A teacher can make or break the learning experiences that their students have. They have the potential to make the learning experience relevant, beneficial and engaging or dull and dated. One of the characteristics of a great teacher that Ripley notes is someone who is constantly changing things up, re-evaluating what they do and moving with the times. A great teacher is someone that puts the students’ needs first and is constantly adapting their approach to cater for these.

So what does this mean for me, as a teacher librarian in the 21^st century?

Firstly, it means being aware that learning is not strictly limited to the classroom. Being aware that authentic and beneficial learning is constantly taking place in an informal way in everyday life. This learning can often be at a deeper level than what students would experience within the classroom. James Gee in ‘Public Pedagogy through Video Games’ states, ‘Humans seem to learn more deeply, and more equitably, without gaps between rich and poor, when they learn outside of school in areas they choose and for which they are motivated’ (2003 in 2009). Gee believes these informal learning arenas, which include television, anime and video games, are growing increasingly more complex and demanding. Video games in particular are ‘highly challenging, involve deep problem solving, and require gamers to keep track of many goals and sub-goals’ (Gee, 2009).

If as the research suggests students are successfully participating within the culture they belong, my job as an educator is to take those principles and skills that they might be learning on their own and implement them into the learning program. I am responsible for creating an environment where authentic learning and collaboration between students is occurring. This means making sure that my approach goes beyond ‘skills-drills’ and ‘chalk and talk’ and remains student-centred and focused.

As a new beginning teacher librarian in a P-12 college next year, I’m not quite sure how this is going to look. What I do know is that I’m determined to continue learning, determined to keep student learning relevant, and determined to equip the students under my care with the tools they need to succeed. One way I can ensure that students have access to the sorts of skills/abilities that gaming provides is through promotion to the class and subject teachers when collaborating with them on curriculum and unit planning. It is important for me to advocate the benefits of implementing video games into the learning program as well as demonstrate this myself in the lessons I teach. Many teachers who have been in the system for years, and who haven’t necessarily upgraded their own professional development may not be aware of the new innovations that technology such as video games can bring to the classroom. By constantly providing updates to teachers and suggestions of how these innovations can and might be implemented I can help in keeping them aware of what current research says is working.

For many teachers time is the main factor in their practices staying the same. A big complaint of many teachers when it comes to new technologies and the like is that while they would love to try new things out, they just don’t have the time. Being a teacher librarian, I believe my role is to not only help students with their research and information literacy skills but to also support the teachers in my school. Once way that I can do this is by providing a list of various digital games, both in the COTS and educational field that fit in with the units they are teaching. This way they don’t need to go searching but rather have resources at their fingertips. If I can make it easier for classroom teachers, then maybe it will be more possible for them to incorporate video games into the curriculum.

Video Games and Learning - Daniel Floyd

For many teacher's (myself included), a question being asked is, how can video games enable learning.
The information in Daniel Floyd's Video Games and Learning can help. It describes how video games have a huge advantage because the enthusiasm is there and we care about what we are doing when we play games, which ultimately, as Daniel describes, leads to tangential learning. The video game, Deus Ex (mentioned in James Gee's books), is an example of how this concept works.
You may ask, what does this mean? In a humorous and entertaining way, Daniel describes it as, what you learn by being exposed to things in a context in which you are already engaged in. Have you ever played a video game and gone away and wanted to learn more about that topic? Daniel uses an example, whereby Role Playing Game fans, whom had never been to a temple, now know what a Sephiroth is, as the Final Fantasy game named a character after it. I immediately went and looked it up. In addition, many of the comments left on Daniel's page where about people who had done exactly the same. Hence, tangential learning!
He then goes on to mention how video game designers could enable learning by making available a source of information, such as Wikipedia, whereby the links can be implemented into any game. An example, which could be used in the classroom, is Civilization, which provides a huge quantity of information about ancient structures and leaders via its Civilopedia (Civilization IV). But, like all information, we do have to be careful about distinguishing what is truth and what is fiction.
I believe, and as Daniel also suggests, we should be pressuring game companies and designers to go a little further than just providing entertainment and focus on them adding accurate facts and data to their world. By doing this we'll not only end up with a better game, but a better experience as well.

For other videos in this series, please see Talking About These.

Intrepica

Recently a friend of mine started an education program for students who are in foster care that weren’t responding well to the traditional school setting. As part of the curriculum that he has developed, he incorporated a games-based literacy program that he came across called Intrepica.

Intrepica is an online digital learning environment full of visually rich activities that covers topics such as phonics, vocabulary, comprehension and so on. When participating in this online world ‘students are engaged in quality game-based literacy activities that reward achievement, and encourage personal development’. Each activity that the student completes is rewarded with virtual credits which can be spent either in The Shop, on accessories and clothing for their personal avatar or in The Arcade, on entertaining and challenging arcade-style games. Tasks can be set by the teacher in order to fit inline with curriculum requirements etc. Students can also explore the content themselves in the free learning section of the site.

My friend has seen great improvement in motivation to complete literacy tasks since implementing this games-based program. He says that all kids love working on the computer, so that, in itself is an incentive to get the work done. The young students around 10-12 especially love the program and quite often complete extra tasks in order to have more virtual credits to spend.

These kinds of learning entertainment programs are often referred to as ‘edutainment’ – trust the teachers to think of a name like that! They are games that are often curriculum based and attempt to teach key content in an easy and fun way. Some believe however, that although they bear the name ‘games’ they don’t resemble anything to the commercial off the shelf games ‘COTS’ that students are playing today. Many believe that ‘COTS’ promote learning of 21^st century skills, while edutainment provides nothing more than interactive quizzes. Both views sit at very different ends of the spectrum.

I believe that both have their place within the classroom. Not all students are interested by ‘COTS’ and likewise with edutainment programs. I think my friend’s experience is perfect example that in some cases they can and do work. It is a matter of finding the games and programs that are right for your students and implementing them in a way that will meet the skills needed to effectively participate in the 21^st century as well as be engaging, fun and interactive.

For further reading on what developments are happening in the world of ‘edutainment’ Moving Learning Games Forward is a great article put out by The Education Arcade.

Video Gaming Revolution - A Current Affair

A Current Affair - Video Gaming Revolution



On June 16, 2010, Channel 9's A Current Affair program, reported about a revolution in video gaming - The Xbox 360 Kinect, at the biggest gaming launch of the year. This device has the potential to change the way video games are played forever. Maybe even give educators more opportunity to integrate video games into the curriculum.
Students will be able to experience controller free gaming, which may later be supported by PC's via Windows 8, at which point, the potential in the classroom could be endless. After having experienced this new technology, Steven Seagal (on the Xbox website), was quoted as saying "For children, it is amazing. They get to be really involved. It teaches them how to react, think and move. This is only the beginning."
Onlookers at the launch were stimulated, mentally challenged and became immersed in a variety of games that were easy to use and instantly fun. Imagine what it could be like for students (and teachers) within the classroom. The games to be released include, Kinectimals, Dancing, Sports, Your Shape Fitness Evolved and Kinect Adventures. They all have the potential to support learning in the classroom in a variety of ways. According to James Gee, there are many learning principles that are built into good video games. He believes that when children interact with video games, they are learning and learning in deep ways.
Kinect also has the potential to support those students who are unwilling to speak, as it has been programmed with voice recognition. Students can talk to the box and it understands. The launch, in Australia, of the Xbox 360 Kinect is on November 18. It will cost around $200 and can be attached to either your old or your new Xbox. For those teachers out there who lack confidence in using video games, this technology has the potential to bridge the gap between gamers and those who don't know anything about gaming.
Will it be able to compete with the Nintendo Wii?

Wii instead of PE

The Sunday Telegraph recently featured an article titled ‘This is the future of sport in schools – Wii instead of PE’. The article talks about the inclusion of the Nintendo Wii console and several of its sports related games as part of the curriculum in several NSW schools. It highlights the concept of students now being able to opt to play Wii Fit in some PE classes.

Sure to encounter controversy, some NSW schools are trialing the technology as an alternative to other outdoor activities. Students are still able to choose those more traditional sports; the choice of Wii activities is now an extra option. Several parents interviewed were very opposed to the idea surprised that the Education Department would endorse such an act.

As mentioned in my previous post Game Changer, researchers have recommended Wii as a tool in helping students to develop in their physical fitness and general sports skills and techniques. Wii Sports, Wii Fit and many of the other sports related games do require physical activity and engage students in new and motivating ways. It is important for schools to be providing students access to these sorts of popular culture products, the question remains however, how far do schools/ teachers go in providing this sort of access to students? At what expense does all this come?

I agree with sports commission consultant Melinda Turner’s comment in the article that anything that gets children interested in sport is a good thing. I would be concerned however, if these new technologies replace students engaging in sport and physical activity outdoors. I love playing games such as Wii Sports and Wii Fit; they have provided many a night’s entertainment. In a small group setting Wii is fabulous. In a large class setting, I would be interested to see how the whole class can remain engaged in activity, particularly when it is not their turn with the controller.

In conditions when the weather is bad and outdoor sport is not an option, Wii would be a fantastic solution! There are definitely great benefits to the inclusion of this popular product within the school curriculum, just hopefully not to the detriment of classic schoolyard antics such as kicking the footy around!