CarolineKearneyEMINENT09WorkshopA1.ppt'

Caroline Kearney European Schoolnet Skill development through digital games: Schools in Europe say ‘ Game On!’ Eminent, Vilnius, 26-27/11/09

Scope of the study: Games in Schools A European overview
All types of games
All subjects
European Schoolnet commissioned by ISFE
At primary and secondary education levels
Austria
Denmark
France
Italy
Lithuania
Spain
The Netherlands
United Kingdom

Focal points Why are teachers interested in using games?
How do they use them in schools?
Which obstacles do they face?
What are the results?
What is the attitude of each education system?

Components of the study Scientific literature review
Teachers’ survey (528 respondents)
Case studies (6)
Interviews with policy makers/experts (31)
Teachers’ community of practice & handbook
http://gamesinschools.ning.com

Components of the study Scientific literature review
Teachers’ survey
Case studies
Interviews with policy makers (and some experts)

Profile of the respondents
528 responses
70% of respondents use games at school
58% female and 42% male teachers
40% primary and 49% secondary school teachers
Most respondents have good ICT skills
Teachers from all subject areas

Teachers using games are not game experts

A range of expectations from games

Educational impact of using games

Subjects and skills for which games are used

Obstacles for using games in schools

Majority of games mentioned are commercial

Components Scientific literature review
Teachers’ survey
Case studies

Case Studies Overview Zoo Tycoon (Austria) DANT (Italy) Farm Frenzy (France) Consolarium (Scotland/UK) H ø jby School (Denmark) Games Atelier (Netherlands) DANT (Italy) 1,000 teachers 10,000+ pupils Consolarium (Scotland/UK) 500 teachers Over 30 local authorities

Case Studies Overview Zoo Tycoon (Austria) Business simulation game (Microsoft) (10+ year-olds) German, English, Biology, Art Team learning DANT (Italy) Educational PC games (IPRASE) (6-12 year-olds) Maths, Italian, Geography, Music, Science Attainment Farm Frenzy (France) Simulation game (Big Fish) (11 year-olds) Scientific subjects Remedial learning Consolarium (Scotland/UK) Dr Kawashima & Nintendogs (Nintendo DS) (Primary level) Maths, Literacy, ICT, D&T Attainment H ø jby School (Denmark) Sims 2 (Electronica Arts), Patrician III (Atari) (11-14 year-olds) Danish, History, Foreign Languages, Social Studies, Visual Arts, Cross- curricular learning Media literacy Games Atelier (Netherlands) Location-based mobile game platform (Waag Society) (Secondary level) History Team learning/game design

Collaborative experiences
A structured pedagogical framework
Games and conditions carefully selected
Medium or long term experiments are being carried out (evaluation + impact measure)
Interaction with traditional pedagogy
use of games combined with classic teaching aids
games encourage pupils’ production
Teachers communities of practice
Educational community and parents share the results
Observations

Components Scientific literature review
Teachers’ survey
Case studies

Different degrees of involvement depending on the educational system
Denmark, The Netherlands, United Kingdom at the forefront
Comparison between systems
support for pupils in difficulty
Different approaches
a tool for innovation and the development of advanced skills
a tool for modernising education
a tool to prepare future citizens for the virtual worlds present in society

Different degrees of involvement depending on the educational system
Comparison between systems
Different approaches
Managing the risk associated with games
Recent and future developments
serious games
games design by students
education instead of prohibition
Austrian and UK examples

Evaluation of practices
Which role should the teacher play to benefit fully from the potential of games in the teaching process
The European territory as an experimental laboratory
support grassroots experiments and teachers’ initiatives
large scale projects (innovation and creativity) and peer learning
Recommendations

Cognitive processes Digital games
(Re)examining the potential of digital games in the face of present educational challenges
key skills
cognitive processes
Intelligence is varied and distinctive Diverse modes of learning Intelligence is dynamic Pluridisciplinary approach Pace of learning varies Personalised learning Metacognition Feedback to the player Active learner Player in the pilot seat Peer learning Collective use

Teachers’ Handbook
Based on teachers’ exchanges on Ning Community
Author is an ex teacher and current researcher on digital games as educational and motivational resources
Provides technical, contextual and pedagogical guidance
Available online (in PDF format) in English, French, German, Spanish & Italian

Teachers’ Handbook
User-friendly tabs divided into helpful sections :
Why use games? (rationale, background & benefits)
Choice of games (taxonomy of games; lists of commercial and pedagogical games & their learning benefits; game ratings; physical & learning disabilities)
Play session (organization of classroom & pupils; debriefing session)
Questions (frequent concerns answered)
Resources (reports, web portals, glossary of terms, references)

Further Information How are digital games used in schools? Final report (European Schoolnet, 2009) http://games.eun.org/upload/gis-full_report_en.pdf How are digital games used in schools? Synthesis report (European Schoolnet, 2009) http://games.eun.org/upload/gis-synthesis_report_en.pdf Digital Games in Schools: A handbook for teachers (European Schoolnet, 2009) http://games.eun.org/upload/GIS_HANDBOOK_EN.PDF Email: caroline.kearney@eun.org

Thank you and…
GAME ON!
Thank you!

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