Digital games in preservice education 3

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

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

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  • Alexander Decker
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    The development and use of mathematical games in schools
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  • Images - Kids taking a test - The Incident game - coltan mining
  • Images - Kids taking a test - The Incident game - coltan mining


  • 1. Reynold Redekopp Ph. D.University of Manitoba, Canada
  • 2.  Digital Games are not the focus of any courses in Canadian Faculties of Education Are they ‘integrated’? “Students these days know all that stuff”
  • 3.  Anderson and Barnett – SuperCharged • Better scores • Didn’t feel they were “learning” • No exploration • Needs class context
  • 4.  Schrader, Zheng and Young • Even gamers do not know pedagogical value of games • They need this modeled • They need to learn to adapt games to curriculum
  • 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 C21 skills
  • 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 and context • Advisor and teacher
  • 12.  MacFarlane • Young people need gaming communities as part of the process • ~ 15% already have support systems • Others have computers, but no support systems • Teacher need to create, promote, monitor and encourage 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 – don’t 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 to measure process skills • Fewer ‘correct’ answers in simulations. Which is ‘more 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 can’t make my avatar as big as I am, I’m large and I want my avatar to be large, but the game won’t 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 for students Teachers play a critical role in the learning process – mediating between the game and the classroom context Preservice teachers need to have these roles of facilitating and assessing modeled for them Faculties of Education must get started
  • 19.  Thank-you @rredekopp Reynold Redekopp on Facebook and Google Plus