digital games in preservice education 3

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A presentation at LICE 2012 in London UK. Nov 20, 2012


  • 1.Reynold Redekopp Ph. D.University of Manitoba, Canada

2. Digital Games are not the focus of anycourses in Canadian Faculties ofEducation Are they integrated? Students these days know all that stuff 3. Anderson and Barnett SuperCharged Better scores Didnt feel they were learning No exploration Needs class context 4. Schrader, Zheng and Young Even gamers do not know pedagogical valueof games They need this modeled They need to learn to adapt games tocurriculum 5. Barbour, Evans and Toker COTS (Consumer Off The Shelf) games in SS Students played game for at least 24 hours Could see curricular connections, but not how to implement games 6. Van Eck Games are no Silver Bullet or magic cure Find games that work for different students, courses and contexts COTS Students build games to show learning Have games developed (expensive) 7. Egenfeldt-Nielson Rogers Theory of Diffusion of Innovation Advantage over other methods Compatibility Complexity Trialability (try without committing) Observability (seeing results) 8. Ito and Bittanti Fears of increasing violence But it is social ecology that influences Teachers need to Choose games carefully Build the social ecology in the classroom Educate parents and administrators 9. Preservice teachers need to: Break stereotypes Understand barriers Have examples of games that work Understand the classroom ecology Explore teacher roles in content and C21skills 10. Egenfeldt-Nielson 2 teachers using Europa Universalis Many practical barriers Big payoffs in student-teacher interaction 11. Magnussen 2 teachers using Homicide Teachers: Case supervisors Connect content andcontext Advisor and teacher 12. MacFarlane Young people need gaming communities as partof the process ~ 15% already have support systems Others have computers, but no support systems Teacher need to create, promote, monitor andencourage a support system or community 13. Wilson (SIIA) Teachers: Understand the game and their role Get IT support Mix game play with discussion, writing, etc. Start small and use groups of 2-4 Get involved dont sit back Promote online and class discussion 14. New kinds of assessment and reporting Convince parents and admin Find good ways to assess 21C skills Go beyond regular content tests 15. Michael and Chen Less rote memorization so assessment has tomeasure process skills Fewer correct answers in simulations. Which ismore correct? Measuring leadership and teamwork? Redefining cheating in the game context Hickey and Johnson Rubrics can move control from the learner to the rubric 16. Gender Very sterotypical images and roles Promotes anorexia? I cant make my avatar as big as I am, Im large and I want my avatar to be large, but the game wont let me. 17. Culture The Internet is not monocultural But most games only pretend to be culturally aware, and maintain a white, western bias about things lije the economy and the environment. Lopez Circular thinking (aboriginal) and linear (western) ways of thinking lead to very different solutions 18. Games can be effective learning places forstudents Teachers play a critical role in the learningprocess mediating between the game and theclassroom context Preservice teachers need to have these roles offacilitating and assessing modeled for them Faculties of Education must get started 19. Thank-you @rredekopp Reynold Redekopp on Facebook andGoogle Plus


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