Reynold Redekopp Ph. D.University of Manitoba, Canada
   Digital Games are not the focus of any    courses in Canadian Faculties of    Education   Are they ‘integrated’?   “...
   Anderson and Barnett – SuperCharged    •   Better scores    •   Didn’t feel they were “learning”    •   No exploration...
   Schrader, Zheng and Young    • Even gamers do not know pedagogical value      of games    • They need this modeled    ...
   Barbour, Evans and Toker      COTS (Consumer Off The Shelf) games in SS      Students played game for at least 24 ho...
   Van Eck      Games are no ‘Silver Bullet’ or magic cure      Find games that work for different students,       cour...
   Egenfeldt-Nielson    • Rogers’ Theory of Diffusion of Innovation       Advantage over other methods       Compatibil...
   Ito and Bittanti     Fears of increasing violence     But it is social ecology that influences   Teachers need to  ...
   Preservice teachers need to:    •   Break stereotypes    •   Understand barriers    •   Have examples of games that wo...
   Egenfeldt-Nielson    • 2 teachers using Europa Universalis    • Many practical barriers    • Big payoffs in student-te...
   Magnussen    • 2 teachers using Homicide    • Teachers:    • Case supervisors    • Connect content and      context   ...
   MacFarlane    • Young people need gaming communities as part      of the process    • ~ 15% already have support syste...
   Wilson (SIIA)   Teachers:    •   Understand the game and their role    •   Get IT support    •   Mix game play with d...
   New kinds of assessment and reporting   Convince parents and admin   Find good ways to assess 21C skills   Go beyon...
   Michael and Chen    • Less rote memorization so assessment has to      measure process skills    • Fewer ‘correct’ ans...
   Gender    • Very sterotypical images and roles    • Promotes anorexia?    • “I can’t make my avatar as big as I am, I’...
   Culture    • The Internet is not monocultural    • But most games only pretend to be culturally aware,     and maintai...
   Games can be effective learning places for    students   Teachers play a critical role in the learning    process – m...
   Thank-you   rredekopp@gmail.com   @rredekopp   Slideshare.net/rredekopp   Reynold Redekopp on Facebook and    Goog...
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Digital games in preservice education 3

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

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    The development and use of mathematical games in schools
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  • Images http://emilystrempler.com/2011/11/ - Kids taking a test http://www.creativeapplications.net/games/the-incident-iphone-ipad-games/ - The Incident game http://www.triplepundit.com/2012/08/conflict-mineral-rule-1502-whats-all-fuss-about/ - coltan mining
  • Images http://emilystrempler.com/2011/11/ - Kids taking a test http://www.creativeapplications.net/games/the-incident-iphone-ipad-games/ - The Incident game http://www.triplepundit.com/2012/08/conflict-mineral-rule-1502-whats-all-fuss-about/ - coltan mining
  • Digital games in preservice education 3

    1. 1. Reynold Redekopp Ph. D.University of Manitoba, Canada
    2. 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. 3.  Anderson and Barnett – SuperCharged • Better scores • Didn’t feel they were “learning” • No exploration • Needs class context
    4. 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. 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. 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. 7.  Egenfeldt-Nielson • Rogers’ Theory of Diffusion of Innovation  Advantage over other methods  Compatibility  Complexity  Trialability (try without committing)  Observability (seeing results)
    8. 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. 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. 10.  Egenfeldt-Nielson • 2 teachers using Europa Universalis • Many practical barriers • Big payoffs in student-teacher interaction
    11. 11.  Magnussen • 2 teachers using Homicide • Teachers: • Case supervisors • Connect content and context • Advisor and teacher
    12. 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. 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. 14.  New kinds of assessment and reporting Convince parents and admin Find good ways to assess 21C skills Go beyond regular ‘content tests’
    15. 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. 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. 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. 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. 19.  Thank-you rredekopp@gmail.com @rredekopp Slideshare.net/rredekopp Reynold Redekopp on Facebook and Google Plus

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