I know that Cindy and I looked for a long time for articles that supported the research in this one. It was hard to find "good" or appropriate articles from reputable journals. I did try and find a list or link to educational games, but most of the sites I visited only had information about games that teachers created themselves for their own courses, but they never provided links. Creating an actual digital game is way beyond my abilities and time limits. If anyone does know of any good examples or has a list I, for one, would be extremely interested to see it! (Katie)

In order to answer this question, I have to use myself as the example! I was NOT much of a technology user a year ago. My cell phone is an ancient model, I still use a VCR (although I own a DVD player) and I generally didn't do much more than word processing and email on my computer. I was a self-described "technologically-challenged" and "old-fashioned" gal. However, since enrolling in online courses, I have HAD to learn a lot more about how to use technology... it was an absolute necessity!! Additionally, this technology class has truly opened my mind, and sparked the "interest" that Kadjevich had stressed was key to getting teachers to use technology. My attitude has completely changed. Whew! Now having said all of that, I am far more open to the idea of digital games than I was a year ago. Of course, I still need to see it, test it, understand its value, but I am not as closed-off the idea as I once may have been. Ronda :)

I am glad to hear you say that technology has opened your mind and sparked an interest to actually use and try new technology like digital games. Today I introduced the CBE virtual library to a teacher and her Grade 3 class and they tried a variety of games and activities related to math. This is a teacher who is somewhat reluctant to use technology as she becomes frustrated with computer maintenance issues and is not too sure of where to find material on the computer to support student learning. The teacher sat with a student and together they were playing a game that required logical thinking. Being who I am, I eavesdropped on their discussion and was intrigued by the planning strategy they were using and the depth of their conversation. She was amazed at how effective this game was and I feel that she will most likely introduce it to others. I now feel that she will take the time to critically evaluate some of the games to see how they would meet the curriculum objectives and support student learning. Even I have not taken the time to truly examine some of the games on this site. I can see an opportunity to have teachers spend part of a PD day to evaluate and establish a list of games they would like to integrate into their program. What do others think? What guidelines should we establish? (Cindy)

Cindy, your description of the student and teacher working together while playing the game, that required logical thinking, sounds like it demonstrates a minds-on (liberating) partnership between the student and teacher to achieve something that the game sets out. This represents two of the four psychological insights that Subramaniam identified in his research: mutual investment and liberating use of technology. I'd be curious to see whether the other two insights are present: learning as a journey and teacher as facilitator as well as guide, the latter of which appears evident. arlene

Cindy, I just had a look at the CBE virtual library website - wow there is a lot of stuff to try! Teachers would benefit from spending some time exploring and evaluating games (and other resources) on this site and looking at how they might integrate them into their teaching. I have bookmarked it so I can take a closer look later on. (Elizabeth)

I don't think it does. I am a teacher and technology use within schools doesn't make me feel any different about video games and digital games. This must have been a hard topic to cover because the connection between digital games and the classroom is difficult to make. You guys did a fantastic job on a challenging topic...way to go!-Jean

Cindy, your idea to have teachers spend some PD time learning and interacting with digital games, then critically evaluate them for meeting curriculum objectives is a great one. This would help teachers feel more comfortable with integrating this type of technology, and conference with other teachers about the merits of the games. An experience like this would likely result in more teachers actually using the games in their classrooms. Since I have little experience with digital games, I know that I would greatly benefit from this kind of an experience. As for guidelines, I would think that by approaching such a PD activity by placing teachers of the same grade level or subject area, we would have the benefit of several teachers who are looking for the same curriculum objectives to be met. (Ronda)

So much of what we discovered in the articles we looked at (Asselin etc.) seemed to hinge on there being enough pro-d time or preservice instruction time for teachers to become open to, and somewhat comfortable in, using new technology. For educational video games, I really think the 'play' time piece is essential. Why would we want to bring something into our practice that we didn't like, or were intimidated by?Especially if we couldn't see curriculum connections!

I imagine too, that there is also a bit of a gender divide. How many of us taking this course have ever played a video game for fun? (Or for any reason, for that matter?). The hook for me would be having a new tool that the kids couldn't resist. (stephanie)

Stephanie, I must admit, I played my fair share of video games. My brother and I had an Atari 2600 when we were in junior high (1987-89ish), the first game console in our household. Atari was pretty primitive back then but we both loved it. I remember one where you had to cross a river that got progressively faster by jumping on chunks of ice flowing past or Qbert - loved that one. You had to jump on the blocks of a pyramid to change color to get to the next level, avoiding the nasties at the same time. Later, I remember getting a hole-in-one on golf (unfortunately, there was no one to see it!) and loving Sonic the Hedgehoge, both on a game console attached to the tv then later on a hand held Game Gear. I have memories of being addicted to Tetris and taking the Gameboy camping! My brother was not a reader but he would read all kinds of books and gaming magazines to figure out the short cuts to finish a game. I remember him "mastering" many a game in a weekend, reaching its end in no time. He would have competitions with his friends to see who could finish a game first and then that person would help the others to finish it. So, there was lots of interaction and socializing about the games. Sometimes, they would even pause the game and phone each other! I would say that this is still true for the junior high gamers that I know, except that the social interaction is now sometimes built in as part of the game. Students know what the usernames their friends use and meet them virtually and talk about it there within the game space. I know of a student who recently received a subscription for his birthday for one of this multi-player game sites. The 2006 & 2007 Horizon Reports both have sections in them about "Educational Gaming" and "Massively Multiplayer Educational Gaming." I haven't had a chance to read it yet though. arlene

Stephanie, I agree that interacting or 'play' time is essential. I have played a video game for fun but the teacher in me was still critically analyzing what can a student learn from this, how can it support their learning, how does it fit into the curriculum objectives. My own kids tell me to 'chill out and just enjoy the ride!' (Cindy)

Elizabeth, I am glad you took the opportunity to explore the CBE's virtual library. I agree that there are a number of games and activities to explore. I was surprised to find that some were not in metric and American money was used in a money game and I was actually blocked from some games by our board. These challenges need to be addressed and the appropriate people need to be notified. Challenges, aside, there are some great games on it so have fun exploring! Let me know what you think and I invite others to check it out at;

http://www.cbe.ab.ca/curriculum/libraries/default.asp

(Cindy)

Cindy what a great site (CBE VL). I loved the brief exploration I took into word worm. I began this course, like Ronda mentioned at the beginning of her on-line journey, as a tech-neophyte. I am still in the early stages of learning and doing, but progressing gradually. I would find it out of my comfort zone to use games as an educational tool in the classroom. I simply don't believe they are the strongest teaching tool for students. I know kids love games and there are certainly some they can learn from but for now I see games as a support of other learning. My own kids play educational games on the computer at home, such as Reader Rabbit, Stuart Little Learning Adventures, Arthur's Kindergarten and Caillou - four seasons of fun. I see the value to enhancing what is being taught in the classroom, including improving their technical skills, but I wouldn't want these games to be taught in class. (Val)

I think the opportunity for teachers to play (discussed in topic one in seven styles of learning), as mentioned at the end of the summary of Becker's research, is very important. Even if teachers decide that the technology is not appropriate or applicable to their work in the classroom, at least they will have had the experience to base their decision on rather than basing it on a lack of knowledge and understanding. I find parallels between the integration of computer technology, and gaming in this case, to allowing students to read comic books and graphic novels. If you don't see how they are or can be beneficial, how can you make an informed decision? I remember at a presentation I gave to teachers, to help them to understand GNs, I was questioned for having an adult title on the list of suggested teacher readings. Despite the notation on the handout and the conversation that was prefaced by teachers having a familiarity, background and context to understand what is available, teachers were still questioning why certain titles were even on the list. I think the same could be said for digital games. Of course, the challenge is finding time for exploration and play. Acting as a filter, and finding ones that could possibly support curriculum, such as Venture Africa, are a place to begin exploration and play. arlene

Teachers who use technology and are confident with various types of software are likely going to be discerning about games. They will be aware of what can be accomplished with computers and will have experienced situations where a possible solution under-delivered. This should help in cutting through the superficial aspects of a game and getting at its real potential. A teacher who may lack experience or background knowledge with technology may simply avoid using one more piece of software, or may fail to give students enough direction when using a game. (John)

John, you have made a very valid point when you stated that those who lack experience or background knowledge with technology may fail to give students enough direction when using a game. The potential to have a negative experience or not make the appropriate connection to curriculum objectives and learning is very real in this situation. There is a definite need for sufficent time and opportunity to engage in professional development and learning to help these teachers use this tool in ways to assist their students' learning. (Cindy)

The main points that I see in these postings is that an open mind towards technology would definitely be an asset when trying to introduce digital games. Most people seemed to feel that the more comfortable a teacher is with technology and the new Web 2.0 tools, the more they would be willing to use digital games and other types of technology and software in their classrooms. It is only logical that the more one understands something, the more they would be willing to incorporate it into their lives and their teaching. Many of you pointed to your own feelings about using technology and the gains you have made with your skill and comfort levels. We can see this every day at our own schools with our fellow teachers. (Katie)

Feeding off of Arlene's comment, I don't think a teacher's knowledge of technology would be the main influencer in the opinion of digital games. I think a person's attitude towards games themselves will be what influences a teacher.  The term game has a negative connotation to it in the classroom. It implies that there is a winner/loser. That you won/lost against another player or against the computer itself.  Games are seen as fillers, fluff and not what learning is made of.  (Elisa)

Unfortunately there are those who still have a negative opinion of  digital games. However, I believe that there are some people out there who would agree that many digital games are so much more than winning and losing, and should not be used as fillers or fluff. Although not everyone is in complete agreement with the value of digital games in the classroom, I would hope that this wiki has opened their minds to the possibility of using them or at least given them some resources to go to and explore digital games and their potential use in the educational setting. (Cindy)