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.