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FM","link":"/"}},"mindshift_37516":{"type":"posts","id":"mindshift_37516","meta":{"index":"posts_1591205157","site":"mindshift","id":"37516","score":null,"sort":[1410530436000]},"guestAuthors":[],"slug":"games-in-the-classroom-overcoming-the-obstacles","title":"Games in the Classroom: Overcoming the Obstacles","publishDate":1410530436,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37734\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/5667864872\">\u003cimg class=\"wp-image-37734 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part #20 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning Series\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Even for educators who are excited about using games in the classroom, questions inevitably come up around the very real obstacles to implementation, and strategies for overcoming them.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.gamesandlearning.org/2014/06/09/teachers-on-using-games-in-class/\">recent survey\u003c/a> from the Games and Learning Publishing Council asked 700 teachers to identify and rank the major barriers to using games in the classroom. Here are the top 10 obstacles they list and ideas about how to overcome each one.\u003c/p>\n\u003cp>\u003cb>1. Insufficient Time\u003c/b>\u003c/p>\n\u003cp>Forty-five percent of teachers surveyed reported that insufficient time is a barrier to implementing game-based teaching strategies. But this concern presumes that video games would take time \u003ci>away\u003c/i> from instruction. It’s a matter of changing tactics and presumptions: games can be integrated into everyday curricula because they enable teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">present academic concepts in a contextualized, experiential way\u003c/a>. Imagine games like activities or projects that can either reinforce or introduce new concepts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>2. Cost\u003c/b>\u003c/p>\n\u003cp>Forty-four percent of teachers surveyed reported that cost is prohibitive. It’s all too true that teachers lack the financial resources they need and often use their own money to purchase supplies. There's not much that can be done to ameliorate this obstacle, though for motivated teachers, resources like \u003ca href=\"http://www.donorschoose.org/teachers\">Donors Choose\u003c/a> and other crowd-sourced fundraising sites can certainly provide some options. The majority of tablet games are fairly cheap, ranging from $1 to $10. Many are also free, such as \u003ca href=\"http://motionmathgames.com/questimate/\">Questimate!\u003c/a>, a game that introduces students to estimation skills. The cost of using any kind of new tool in school can be prohibitive, but for educators who want to make it happen, trying free games is a great first step.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0XMqDMAOLONQtLvX9u1aYZTcBvbBJ4vd\"]\u003c/p>\n\u003cp>\u003cb>3. Lack of Tech Resources\u003c/b>\u003c/p>\n\u003cp>Thirty-five percent of teachers surveyed reported that they lack the technology resources to introduce game-based teaching strategies. This obstacle might have more to do with perception than reality. Though some tech corporations may push the notion that one-to-one device-to-student ratio is necessary, that's not necessarily the case. Teachers can go a long way with learning games using just a few devices. Students can play the game in groups, collaborating and working together. Follow it up with a group writing project to describe how the game impacted their thinking about the subject matter. Have one group play the game while the others do non-digital activities. Rotate your students from one project to another.\u003c/p>\n\u003cp>\u003cb>4. Hard To Find Games That Fit Curriculum\u003c/b>\u003c/p>\n\u003cp>Thirty-four percent of teachers surveyed reported that it’s hard to find games that fit the current curriculum. Check out \u003ca href=\"http://www.graphite.org/\">Graphite\u003c/a>, \u003ca href=\"http://playfullearning.com/\">Playful Learning\u003c/a>, and \u003ca href=\"http://educade.org/\">Educade\u003c/a> for ideas. All three of these sites allow you to filter information about games by traditional subject areas and by grade level. Remember that the best way to use games is as a supplemental reinforcement for your traditional teaching. Don’t look for games that will teach your curriculum. Instead, look for games that might approach the same subject area from a different perspective.\u003c/p>\n\u003cp>\u003cb>5. Emphasis On Standardized Test Scores\u003c/b>\u003c/p>\n\u003cp>Twenty-nine percent of teachers surveyed reported that an emphasis on standardized tests makes using learning games difficult. Game-design companies have been addressing this by attempting to align games with standards. Filament Games, for example, offers many learning games and each one includes a \"standards map.\" Check out their \u003ca href=\"https://d2kx2fvqbvh3da.cloudfront.net/sites/default/files/product-info-downloads/PLEx%20Life%20Scince%20Standards%20Correlations_3.pdf\">PLEX Life Science suite\u003c/a> of games and how they map to various sets of science standards. These are fun, playful games that don’t \"teach to the test,\" but do align directly with state standards.\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>6. Not Sure Where To Find Quality Games\u003c/b>\u003c/p>\n\u003cp>Twenty-seven percent of teachers surveyed reported that they don’t know where to find quality games. The big app stores don’t help much either; they want to sell games and apps more than they want to help students. See the sites listed above (number 4). All three of these sites offer sophisticated ways to filter search results and find specific games. Also, read \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-choose-a-learning-game/\">How To Choose A Learning Game\u003c/a> for more ideas.\u003c/p>\n\u003cp>\u003cb>7. Not Sure How To Integrate Games Into Instruction\u003c/b>\u003c/p>\n\u003cp>Twenty-three percent of teachers surveyed reported that they're not sure how to integrate games into instruction -- thus the need for this guide! You'll find ways to implement game-based learning, and understand the theoretical, pedagogical, and practical uses. In this guide, we show how to apply games to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/digital-games-and-the-future-of-math-class-a-conversation-with-keith-devlin/\">math\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\">humanities education,\u003c/a> as well as how games can facilitate \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/\">interdisciplinary learning.\u003c/a>\u003c/p>\n\u003cp>\u003cb>8. Unfamiliar With Technology\u003c/b>\u003c/p>\n\u003cp>Seventeen percent of teachers surveyed reported that they’re unfamiliar with technology. That’s okay. Most of the writing about game-based learning focuses on digital media, but the truth is that you don’t necessarily need devices. At the Quest To Learn School in New York City, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/what-happens-when-school-design-looks-like-game-design/\">game design is a way of thinking, a paradigm\u003c/a>. A great deal of their curriculum uses paper-based games rather than digital games. Check out their \u003ca href=\"http://www.instituteofplay.org/work/projects/print-play-games-2/\">print and play\u003c/a> games. There's also the great \u003ca href=\"http://www.instituteofplay.org/work/projects/print-play-games-2/socratic-smackdown/\">Socratic Smackdown,\u003c/a> which is makes it easier to add games to your classroom without technology.\u003c/p>\n\u003cp>\u003cb>9. Lack Of Administrative Support\u003c/b>\u003c/p>\n\u003cp>Fourteen percent of teachers surveyed reported that lack of administrative support when it comes to games in the classroom. But with more and more data to support the use of games, teachers can use the new research to convince administrators. For example, an \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI research\u003c/a> showed that students on the median \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/games-in-the-classroom-what-the-research-says/\">score 12 percent better on standardized tests\u003c/a>. This kind of research can help you make a strong case for using games for learning with your administrator.\u003c/p>\n\u003cp>\u003cb>10. Lack Of Parental Support\u003c/b>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Nine percent of teachers surveyed reported a lack of parental support for games in the classroom. That's clearly not the majority of parents' perspectives as evidenced by the small percentage; what’s more, a Cooney Center report, \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\"> Learning at Home: Families’ Educational Media Use in America\u003c/a>, showed that more than half (57 percent) of parents say their children have learned \"a lot\" from educational media. Still, teachers may have to account for their use of games for learning, and in those cases, start slowly. Demonstrate to parents (as you may have done with administrators) why you're using these tactics with evidence to back it up, and you'll prove over time how well it's working.\u003c/p>\n\n","blocks":[],"excerpt":"There are ways around every obstacle.","status":"publish","parent":0,"modified":1410481590,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1102},"headData":{"title":"Games in the Classroom: Overcoming the Obstacles | KQED","description":"There are ways around every obstacle.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Games in the Classroom: Overcoming the Obstacles","datePublished":"2014-09-12T14:00:36.000Z","dateModified":"2014-09-12T00:26:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37516 http://blogs.kqed.org/mindshift/?p=37516","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/12/games-in-the-classroom-overcoming-the-obstacles/","disqusTitle":"Games in the Classroom: Overcoming the Obstacles","path":"/mindshift/37516/games-in-the-classroom-overcoming-the-obstacles","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37734\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/5667864872\">\u003cimg class=\"wp-image-37734 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part #20 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning Series\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Even for educators who are excited about using games in the classroom, questions inevitably come up around the very real obstacles to implementation, and strategies for overcoming them.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.gamesandlearning.org/2014/06/09/teachers-on-using-games-in-class/\">recent survey\u003c/a> from the Games and Learning Publishing Council asked 700 teachers to identify and rank the major barriers to using games in the classroom. Here are the top 10 obstacles they list and ideas about how to overcome each one.\u003c/p>\n\u003cp>\u003cb>1. Insufficient Time\u003c/b>\u003c/p>\n\u003cp>Forty-five percent of teachers surveyed reported that insufficient time is a barrier to implementing game-based teaching strategies. But this concern presumes that video games would take time \u003ci>away\u003c/i> from instruction. It’s a matter of changing tactics and presumptions: games can be integrated into everyday curricula because they enable teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">present academic concepts in a contextualized, experiential way\u003c/a>. Imagine games like activities or projects that can either reinforce or introduce new concepts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>2. Cost\u003c/b>\u003c/p>\n\u003cp>Forty-four percent of teachers surveyed reported that cost is prohibitive. It’s all too true that teachers lack the financial resources they need and often use their own money to purchase supplies. There's not much that can be done to ameliorate this obstacle, though for motivated teachers, resources like \u003ca href=\"http://www.donorschoose.org/teachers\">Donors Choose\u003c/a> and other crowd-sourced fundraising sites can certainly provide some options. The majority of tablet games are fairly cheap, ranging from $1 to $10. Many are also free, such as \u003ca href=\"http://motionmathgames.com/questimate/\">Questimate!\u003c/a>, a game that introduces students to estimation skills. The cost of using any kind of new tool in school can be prohibitive, but for educators who want to make it happen, trying free games is a great first step.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cb>3. Lack of Tech Resources\u003c/b>\u003c/p>\n\u003cp>Thirty-five percent of teachers surveyed reported that they lack the technology resources to introduce game-based teaching strategies. This obstacle might have more to do with perception than reality. Though some tech corporations may push the notion that one-to-one device-to-student ratio is necessary, that's not necessarily the case. Teachers can go a long way with learning games using just a few devices. Students can play the game in groups, collaborating and working together. Follow it up with a group writing project to describe how the game impacted their thinking about the subject matter. Have one group play the game while the others do non-digital activities. Rotate your students from one project to another.\u003c/p>\n\u003cp>\u003cb>4. Hard To Find Games That Fit Curriculum\u003c/b>\u003c/p>\n\u003cp>Thirty-four percent of teachers surveyed reported that it’s hard to find games that fit the current curriculum. Check out \u003ca href=\"http://www.graphite.org/\">Graphite\u003c/a>, \u003ca href=\"http://playfullearning.com/\">Playful Learning\u003c/a>, and \u003ca href=\"http://educade.org/\">Educade\u003c/a> for ideas. All three of these sites allow you to filter information about games by traditional subject areas and by grade level. Remember that the best way to use games is as a supplemental reinforcement for your traditional teaching. Don’t look for games that will teach your curriculum. Instead, look for games that might approach the same subject area from a different perspective.\u003c/p>\n\u003cp>\u003cb>5. Emphasis On Standardized Test Scores\u003c/b>\u003c/p>\n\u003cp>Twenty-nine percent of teachers surveyed reported that an emphasis on standardized tests makes using learning games difficult. Game-design companies have been addressing this by attempting to align games with standards. Filament Games, for example, offers many learning games and each one includes a \"standards map.\" Check out their \u003ca href=\"https://d2kx2fvqbvh3da.cloudfront.net/sites/default/files/product-info-downloads/PLEx%20Life%20Scince%20Standards%20Correlations_3.pdf\">PLEX Life Science suite\u003c/a> of games and how they map to various sets of science standards. These are fun, playful games that don’t \"teach to the test,\" but do align directly with state standards.\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>6. Not Sure Where To Find Quality Games\u003c/b>\u003c/p>\n\u003cp>Twenty-seven percent of teachers surveyed reported that they don’t know where to find quality games. The big app stores don’t help much either; they want to sell games and apps more than they want to help students. See the sites listed above (number 4). All three of these sites offer sophisticated ways to filter search results and find specific games. Also, read \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-choose-a-learning-game/\">How To Choose A Learning Game\u003c/a> for more ideas.\u003c/p>\n\u003cp>\u003cb>7. Not Sure How To Integrate Games Into Instruction\u003c/b>\u003c/p>\n\u003cp>Twenty-three percent of teachers surveyed reported that they're not sure how to integrate games into instruction -- thus the need for this guide! You'll find ways to implement game-based learning, and understand the theoretical, pedagogical, and practical uses. In this guide, we show how to apply games to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/digital-games-and-the-future-of-math-class-a-conversation-with-keith-devlin/\">math\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\">humanities education,\u003c/a> as well as how games can facilitate \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/\">interdisciplinary learning.\u003c/a>\u003c/p>\n\u003cp>\u003cb>8. Unfamiliar With Technology\u003c/b>\u003c/p>\n\u003cp>Seventeen percent of teachers surveyed reported that they’re unfamiliar with technology. That’s okay. Most of the writing about game-based learning focuses on digital media, but the truth is that you don’t necessarily need devices. At the Quest To Learn School in New York City, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/what-happens-when-school-design-looks-like-game-design/\">game design is a way of thinking, a paradigm\u003c/a>. A great deal of their curriculum uses paper-based games rather than digital games. Check out their \u003ca href=\"http://www.instituteofplay.org/work/projects/print-play-games-2/\">print and play\u003c/a> games. There's also the great \u003ca href=\"http://www.instituteofplay.org/work/projects/print-play-games-2/socratic-smackdown/\">Socratic Smackdown,\u003c/a> which is makes it easier to add games to your classroom without technology.\u003c/p>\n\u003cp>\u003cb>9. Lack Of Administrative Support\u003c/b>\u003c/p>\n\u003cp>Fourteen percent of teachers surveyed reported that lack of administrative support when it comes to games in the classroom. But with more and more data to support the use of games, teachers can use the new research to convince administrators. For example, an \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI research\u003c/a> showed that students on the median \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/games-in-the-classroom-what-the-research-says/\">score 12 percent better on standardized tests\u003c/a>. This kind of research can help you make a strong case for using games for learning with your administrator.\u003c/p>\n\u003cp>\u003cb>10. Lack Of Parental Support\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nine percent of teachers surveyed reported a lack of parental support for games in the classroom. That's clearly not the majority of parents' perspectives as evidenced by the small percentage; what’s more, a Cooney Center report, \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\"> Learning at Home: Families’ Educational Media Use in America\u003c/a>, showed that more than half (57 percent) of parents say their children have learned \"a lot\" from educational media. Still, teachers may have to account for their use of games for learning, and in those cases, start slowly. Demonstrate to parents (as you may have done with administrators) why you're using these tactics with evidence to back it up, and you'll prove over time how well it's working.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37516/games-in-the-classroom-overcoming-the-obstacles","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_548","mindshift_20902"],"featImg":"mindshift_37734","label":"mindshift_20669"},"mindshift_37518":{"type":"posts","id":"mindshift_37518","meta":{"index":"posts_1591205157","site":"mindshift","id":"37518","score":null,"sort":[1409925621000]},"guestAuthors":[],"slug":"using-games-for-learning-practical-steps-to-get-started","title":"Using Games for Learning: Practical Steps to Get Started","publishDate":1409925621,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37659\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37659\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/kids-gaming.jpg\" alt=\"Joan Ganz Cooney Center\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Joan Ganz Cooney Center\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 19 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">By now, you've probably read enough to be convinced that it's worth trying games in your classroom. You understand that games are not meant to be robot teachers, replacing the human-to-human relationship. Games are a tool that teachers can use to do their jobs more effectively and more efficiently. Games provide a different approach to developing metacognitive skills through persistent self-reflection and iteration of particular skill sets. Games offer experiential contextualized learning through virtual simulation. Games can also offer an especially engaging interdisciplinary learning space.\u003c/p>\n\u003cp>There are so many great reasons to include digital games among classroom activities. But the landscape of learning games is very confusing and many teachers understandably have no idea how or where to begin.\u003c/p>\n\u003cp>Though every educator can find her own way, here are ideas for the first four steps to getting started with digital games in the classroom.\u003c/p>\n\u003ch3>Step 1: Assess Your Resources\u003c/h3>\n\u003cp>What platforms do you have available in your class? Is yours a BYOD (bring your own device) classroom, or do you have school-owned hardware to work with? Will games be a full class activity or just one station in a room full of learning activities?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hardware is one of the biggest determining factors, and it will have a significant impact on the way you use games in the classroom. Each different platform has its pros and cons, and few teachers are actually in control of the purchasing decisions. If you’re fortunate enough to make decisions about which hardware to use, a variety is nice -- students shouldn't be siloed into one platform or another. Provide them with exposure to a variety of computing devices.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6G8FaaqJcAofwK0ptGxuUijI0DnbFrHw\"]\u003c/p>\n\u003cp>Tablets work great for lots of different reasons. Whether it's an iPad or an Android, tablets offer a touchscreen interface and are still mostly used for entertainment, which makes them a good choice for gaming, but not necessarily for word processing. The old paradigm of one desktop PC for everything is quickly being replaced by single-use devices. Tablets have the largest selection of educational games, and at this point, the majority of developers seem to be focusing their attention there. \u003ca href=\"http://motionmathgames.com/motion-math-pizza/\">Motion Math: Pizza!\u003c/a>, for example, is a great tablet drill and practice app that contextualizes basic arithmetic. And \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a> is a simple drag and drop animation and storytelling app that will get even very young kids thinking about writing their own stories.\u003c/p>\n\u003cp>Laptops also have their virtues. There’s no denying the convenience of a portable multi-use device with lots of processing power. There are different operating systems: Windows, Mac, Chromebook. The Windows/Mac debate has been going on for decades. It's like arguing between a Honda and a Mercedes: both can reliably get you from point A to point B, but the Mercedes has a lot of luxury additions that make the ride smoother. If you’re willing to pay a premium for a more deluxe experience, go with a Mac. If not, the Windows laptop is sometimes a much more powerful option albeit with a bumpier ride. Chromebooks are basically web browsers; they can run any web-based software, but little else. The advantage is less technical problems and a lower price point. The sacrifice is that you can’t run a lot of popular software options. However, in the world of learning games, web-based options are more common than Windows or Mac specific options. The Chromebook, therefore, is adequate for many of the best learning games.\u003c/p>\n\u003cp>If you’re using Mac or Windows, \u003ca href=\"http://www.spore.com/\">Spore\u003c/a> is a popular game that introduces students to the basics of biological adaptation. \u003ca href=\"https://www.duolingo.com/\">Duolingo\u003c/a>, maker of the popular smartphone language learning app, also makes a web-based version that will work on any laptop (including Chromebooks). And \u003ca href=\"http://www.lightsailed.com/\">Lightsail\u003c/a> is web-based responsive literacy platform that many teachers rave about.\u003c/p>\n\u003cp>There are hybrid devices, too, of which the Microsoft Surface is the best example. It can function as a tablet or (with the keyboard attachment) as a full Windows laptop. Right now, most tablet game developers are not yet making Windows Tablet versions, but this will likely change in the near future. Microsoft is very dedicated to serving the education market (check out \u003ca href=\"http://www.bing.com/classroom\">Bing for Education\u003c/a>, a truly ad-free, completely private search engine for students).\u003c/p>\n\u003cp>The key point here is that before you can even begin your search, you'll need to know how the hardware impacts your options.\u003c/p>\n\u003ch3>Step 2: Find Games\u003c/h3>\n\u003cp>Once you know what kind of hardware you have at your disposal, you can begin to search for games. But you probably already know from trying to find apps for your smartphone that searching the Google Play Store or the iOS App store can be overwhelming. Likewise, the Windows and Mac app stores can also be frustrating.\u003c/p>\n\u003cp>All of these companies have added education specific stores and/or categories, but it still feels like shopping in a department store: The big players can pay for featured placement and some of the best independent options remain buried at the bottom of pages and pages of search results. How can you get better, more even recommendations, or information about the lesser known games that are available?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>One option is to read blogs that regularly review learning games. MindShift has\u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\"> a long list of game reviews and descriptions\u003c/a>. You can also read my \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Forbes blog\u003c/a>, as well as columns in Edutopia, EdSurge, Edudemic, TeachThought, and Gamesandlearning.org. Still, no matter how hard bloggers try to cover everything, the game developers that can afford expensive professional public relations firms are always going to get the most coverage. Where is a teacher to go for reliable information that puts students, rather than profit, first? My first choice is \u003ca href=\"http://www.graphite.org/\">Graphite, \u003c/a>a rating site developed by \u003ca href=\"https://www.commonsensemedia.org/\" target=\"_blank\">Common Sense Media\u003c/a>\u003ca href=\"http://www.graphite.org/\">.\u003c/a> (Disclosure: Graphite has a monthly app review column on MindShift that's not related to this series, and no paid advertising.)\u003c/p>\n\u003cp>Graphite is a bit like Yelp -- a crowd-sourced, (actually, teacher-sourced) site full of listings and ratings of educational apps and games. The site's objective, according to Seeta Pai*, Common Sense Media's vice president of research and digital content, is to reveal the vast amounts of games out there to educators and to \"raise the bar of quality in the marketplace.\" Teachers can filter Graphite ratings by platform, subject matter, and age level, looking for the right app. One of the most useful features are the editorial reviews and comments from other teachers, who comment on the practicality and effectiveness of the games and apps.\u003c/p>\n\u003cp>Take, for example, \u003ci>Slice Fractions\u003c/i>, a short-form game that aims to teach fractions to students grades 2-5. Graphite rates it highly in all three categories: engagement, pedagogy, and support. It lists pros and cons. The review categories -- What’s it like? Is it good for learning? How can teachers use it? -- provide usable information written specifically for teachers. A sample teacher review includes: \"v\u003ca href=\"http://www.graphite.org/app/slice-fractions-teacher-review/3998031\">isually based math app is like 'angry birds' for fractions\u003c/a>,\" writes one teacher from Virginia.\u003c/p>\n\u003cp>After you determine what kind of hardware you’ll be using, Graphite is the easiest way to search for games. The only limitation is that the site breaks down games and apps into traditional education categories. This is great, but if it's your only source, you might miss useful but obscure ways of thinking outside the common learning paradigm. So it's also important to keep reading the blogs for outside-the-norm ideas. Because they're beholden to \"newsworthiness,\" blogs tend to cover the more innovative, or seemingly revolutionary, ed-tech.\u003c/p>\n\u003ch3>Step 3: Play Games\u003c/h3>\n\u003cp>After choosing a game, you have to play it. Really play it. Play it all the way through and make sure you know it intimately.\u003c/p>\n\u003cp>Games are not the same as textbooks or handouts. You don't prepare in the same way. This is not about just making sure you're familiar enough with the material that you can facilitate a discussion. Nor is it about just understanding the mechanics well enough that you can provide technical support, helping your students understand how to operate the game. Instead, preparing to assign a game is about play.\u003c/p>\n\u003cp>Play is exploration. It involves imagination. It means investigating the world of the game and feeling the frustration, flow, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">fiero\u003c/a> that goes along with playing it. When you engage with the game, you not only try to see the game from the perspective of your students, you also understand how the game presents the material. Before students play, teachers can introduce concepts in ways that resonate with the game. After students play, teachers can refer back to the game's particular way of conceptualizing an idea.\u003c/p>\n\u003cp>The goal is not just to add games; it is to integrate learning games into existing curricula. If games are used as babysitters, simply to keep the students occupied, or superficially \"engaged,\" or to fill the time, the criticisms will be true: games are problematic. Nobody needs robot teachers. But when great teachers use the games to introduce and/or reinforce material, they become another extremely effective classroom project or activity. In order to do this, teachers need to play the games themselves. Or even better, when time permits, play alongside students.\u003c/p>\n\u003ch3>Step 4: See How Others Do It\u003c/h3>\n\u003cp>The Joan Ganz Cooney Center has a great video series about how teachers are using games in the classroom.\u003c/p>\n\u003cp>In this video, Joel Levin talks about the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">way he uses MinecraftEDU\u003c/a> in his second grade classroom. He's clear that it involves creating a structure with boundaries, designing activities, that provide meaningful learning experiences for the students.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=-mTf3j2koJA]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>See how Ginger Stevens uses games for sixth grade special education at Quest to Learn School. The immersive environment that she spotlights in this video is especially interesting, it's a reminder that game-based learning doesn't always mean kids glued to a computer screen.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=YRxLMcjbpig]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Lisa Parisi describes how she uses games freely available from BrainPop in her fourth grade classroom. Note how she ties it together with project-based learning. Plus, she describes the transitions from board games to digital games.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=e54Vq3W8kNM]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Seventh and eighth graders learn computer science and coding in Steve Isaacs' classroom. He uses Gamestar mechanic to teach game design. But it goes beyond the computer, his students write up game plans first and workshop the games together after they're built.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=PN8o7Mv6Tlc]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Check out the entire series, \u003ca href=\"https://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">Teaching With Games: Video Case Studies\u003c/a> to get an idea of what other teachers are doing with games in the classroom.\u003c/p>\n\u003ch3>Step 5: Find Support\u003c/h3>\n\u003cp>Game-based learning is getting very popular, but finding support remains difficult. Most education conferences are adding games and learning tracks, or at least adding games to their ed-tech tracks. In addition, most game developers recognize that professional development is one of the biggest obstacles to adoption, and often provide video tutorials and other materials for teachers on their websites.\u003c/p>\n\u003cp>For more general support and resources, there are a number of websites cropping up specifically for the purpose of providing teachers with resources around ed-tech. Two sites that are specifically focused on games in the classroom are \u003ca href=\"http://playfullearning.com/\">Playful Learning\u003c/a> and \u003ca href=\"http://educade.org/\">Educade\u003c/a>. Both are full of articles, videos, and other resources that can help you think of creative ways to integrate games into your teaching. For example, learn how to use the game \u003ca href=\"http://educade.org/teaching_tools/quandary\">Quandary\u003c/a> to teach ethics. Find lesson plans for \u003ca href=\"http://educade.org/teaching_tools/angry-birds\">using Angry Birds as an intro to Physics.\u003c/a> (They also have reviews that can help you choose a game).\u003c/p>\n\u003cp>The \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at the Sesame Workshop\u003c/a> and the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a> are also good places to look for information and support. The Joan Ganz Cooney Center focuses on research and evidence around digital media and learning. The Institute of Play is focused on helping to bring a game-based mindset into our common education practices. Check out \u003ca href=\"http://www.instituteofplay.org/work/projects/teacherquest-2/\">TeacherQuest\u003c/a> for game design inspired professional development, or the \u003ca href=\"http://www.instituteofplay.org/work/projects/mobilequest-colab/\">MobileQuest CoLab\u003c/a> for a two week summer camp like introduction to game-based curriculum design and ed-tech integration.\u003c/p>\n\u003cp>It can feel overwhelming to consider adding learning games to the classroom. But once you get started you’ll be amazed at the results. But don’t be afraid to jump right in -- it's worth the effort!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*The original version of this story incorrectly identified Seeta Pai as a vice president of Graphite. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Check your hardware, find suitable games, play and learn from colleagues - tips for getting started with game-based learning.","status":"publish","parent":0,"modified":1409959799,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":2155},"headData":{"title":"Using Games for Learning: Practical Steps to Get Started | KQED","description":"Check your hardware, find suitable games, play and learn from colleagues - tips for getting started with game-based learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using Games for Learning: Practical Steps to Get Started","datePublished":"2014-09-05T14:00:21.000Z","dateModified":"2014-09-05T23:29:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37518 http://blogs.kqed.org/mindshift/?p=37518","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/05/using-games-for-learning-practical-steps-to-get-started/","disqusTitle":"Using Games for Learning: Practical Steps to Get Started","path":"/mindshift/37518/using-games-for-learning-practical-steps-to-get-started","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37659\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37659\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/kids-gaming.jpg\" alt=\"Joan Ganz Cooney Center\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Joan Ganz Cooney Center\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 19 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">By now, you've probably read enough to be convinced that it's worth trying games in your classroom. You understand that games are not meant to be robot teachers, replacing the human-to-human relationship. Games are a tool that teachers can use to do their jobs more effectively and more efficiently. Games provide a different approach to developing metacognitive skills through persistent self-reflection and iteration of particular skill sets. Games offer experiential contextualized learning through virtual simulation. Games can also offer an especially engaging interdisciplinary learning space.\u003c/p>\n\u003cp>There are so many great reasons to include digital games among classroom activities. But the landscape of learning games is very confusing and many teachers understandably have no idea how or where to begin.\u003c/p>\n\u003cp>Though every educator can find her own way, here are ideas for the first four steps to getting started with digital games in the classroom.\u003c/p>\n\u003ch3>Step 1: Assess Your Resources\u003c/h3>\n\u003cp>What platforms do you have available in your class? Is yours a BYOD (bring your own device) classroom, or do you have school-owned hardware to work with? Will games be a full class activity or just one station in a room full of learning activities?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hardware is one of the biggest determining factors, and it will have a significant impact on the way you use games in the classroom. Each different platform has its pros and cons, and few teachers are actually in control of the purchasing decisions. If you’re fortunate enough to make decisions about which hardware to use, a variety is nice -- students shouldn't be siloed into one platform or another. Provide them with exposure to a variety of computing devices.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Tablets work great for lots of different reasons. Whether it's an iPad or an Android, tablets offer a touchscreen interface and are still mostly used for entertainment, which makes them a good choice for gaming, but not necessarily for word processing. The old paradigm of one desktop PC for everything is quickly being replaced by single-use devices. Tablets have the largest selection of educational games, and at this point, the majority of developers seem to be focusing their attention there. \u003ca href=\"http://motionmathgames.com/motion-math-pizza/\">Motion Math: Pizza!\u003c/a>, for example, is a great tablet drill and practice app that contextualizes basic arithmetic. And \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a> is a simple drag and drop animation and storytelling app that will get even very young kids thinking about writing their own stories.\u003c/p>\n\u003cp>Laptops also have their virtues. There’s no denying the convenience of a portable multi-use device with lots of processing power. There are different operating systems: Windows, Mac, Chromebook. The Windows/Mac debate has been going on for decades. It's like arguing between a Honda and a Mercedes: both can reliably get you from point A to point B, but the Mercedes has a lot of luxury additions that make the ride smoother. If you’re willing to pay a premium for a more deluxe experience, go with a Mac. If not, the Windows laptop is sometimes a much more powerful option albeit with a bumpier ride. Chromebooks are basically web browsers; they can run any web-based software, but little else. The advantage is less technical problems and a lower price point. The sacrifice is that you can’t run a lot of popular software options. However, in the world of learning games, web-based options are more common than Windows or Mac specific options. The Chromebook, therefore, is adequate for many of the best learning games.\u003c/p>\n\u003cp>If you’re using Mac or Windows, \u003ca href=\"http://www.spore.com/\">Spore\u003c/a> is a popular game that introduces students to the basics of biological adaptation. \u003ca href=\"https://www.duolingo.com/\">Duolingo\u003c/a>, maker of the popular smartphone language learning app, also makes a web-based version that will work on any laptop (including Chromebooks). And \u003ca href=\"http://www.lightsailed.com/\">Lightsail\u003c/a> is web-based responsive literacy platform that many teachers rave about.\u003c/p>\n\u003cp>There are hybrid devices, too, of which the Microsoft Surface is the best example. It can function as a tablet or (with the keyboard attachment) as a full Windows laptop. Right now, most tablet game developers are not yet making Windows Tablet versions, but this will likely change in the near future. Microsoft is very dedicated to serving the education market (check out \u003ca href=\"http://www.bing.com/classroom\">Bing for Education\u003c/a>, a truly ad-free, completely private search engine for students).\u003c/p>\n\u003cp>The key point here is that before you can even begin your search, you'll need to know how the hardware impacts your options.\u003c/p>\n\u003ch3>Step 2: Find Games\u003c/h3>\n\u003cp>Once you know what kind of hardware you have at your disposal, you can begin to search for games. But you probably already know from trying to find apps for your smartphone that searching the Google Play Store or the iOS App store can be overwhelming. Likewise, the Windows and Mac app stores can also be frustrating.\u003c/p>\n\u003cp>All of these companies have added education specific stores and/or categories, but it still feels like shopping in a department store: The big players can pay for featured placement and some of the best independent options remain buried at the bottom of pages and pages of search results. How can you get better, more even recommendations, or information about the lesser known games that are available?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>One option is to read blogs that regularly review learning games. MindShift has\u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\"> a long list of game reviews and descriptions\u003c/a>. You can also read my \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Forbes blog\u003c/a>, as well as columns in Edutopia, EdSurge, Edudemic, TeachThought, and Gamesandlearning.org. Still, no matter how hard bloggers try to cover everything, the game developers that can afford expensive professional public relations firms are always going to get the most coverage. Where is a teacher to go for reliable information that puts students, rather than profit, first? My first choice is \u003ca href=\"http://www.graphite.org/\">Graphite, \u003c/a>a rating site developed by \u003ca href=\"https://www.commonsensemedia.org/\" target=\"_blank\">Common Sense Media\u003c/a>\u003ca href=\"http://www.graphite.org/\">.\u003c/a> (Disclosure: Graphite has a monthly app review column on MindShift that's not related to this series, and no paid advertising.)\u003c/p>\n\u003cp>Graphite is a bit like Yelp -- a crowd-sourced, (actually, teacher-sourced) site full of listings and ratings of educational apps and games. The site's objective, according to Seeta Pai*, Common Sense Media's vice president of research and digital content, is to reveal the vast amounts of games out there to educators and to \"raise the bar of quality in the marketplace.\" Teachers can filter Graphite ratings by platform, subject matter, and age level, looking for the right app. One of the most useful features are the editorial reviews and comments from other teachers, who comment on the practicality and effectiveness of the games and apps.\u003c/p>\n\u003cp>Take, for example, \u003ci>Slice Fractions\u003c/i>, a short-form game that aims to teach fractions to students grades 2-5. Graphite rates it highly in all three categories: engagement, pedagogy, and support. It lists pros and cons. The review categories -- What’s it like? Is it good for learning? How can teachers use it? -- provide usable information written specifically for teachers. A sample teacher review includes: \"v\u003ca href=\"http://www.graphite.org/app/slice-fractions-teacher-review/3998031\">isually based math app is like 'angry birds' for fractions\u003c/a>,\" writes one teacher from Virginia.\u003c/p>\n\u003cp>After you determine what kind of hardware you’ll be using, Graphite is the easiest way to search for games. The only limitation is that the site breaks down games and apps into traditional education categories. This is great, but if it's your only source, you might miss useful but obscure ways of thinking outside the common learning paradigm. So it's also important to keep reading the blogs for outside-the-norm ideas. Because they're beholden to \"newsworthiness,\" blogs tend to cover the more innovative, or seemingly revolutionary, ed-tech.\u003c/p>\n\u003ch3>Step 3: Play Games\u003c/h3>\n\u003cp>After choosing a game, you have to play it. Really play it. Play it all the way through and make sure you know it intimately.\u003c/p>\n\u003cp>Games are not the same as textbooks or handouts. You don't prepare in the same way. This is not about just making sure you're familiar enough with the material that you can facilitate a discussion. Nor is it about just understanding the mechanics well enough that you can provide technical support, helping your students understand how to operate the game. Instead, preparing to assign a game is about play.\u003c/p>\n\u003cp>Play is exploration. It involves imagination. It means investigating the world of the game and feeling the frustration, flow, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">fiero\u003c/a> that goes along with playing it. When you engage with the game, you not only try to see the game from the perspective of your students, you also understand how the game presents the material. Before students play, teachers can introduce concepts in ways that resonate with the game. After students play, teachers can refer back to the game's particular way of conceptualizing an idea.\u003c/p>\n\u003cp>The goal is not just to add games; it is to integrate learning games into existing curricula. If games are used as babysitters, simply to keep the students occupied, or superficially \"engaged,\" or to fill the time, the criticisms will be true: games are problematic. Nobody needs robot teachers. But when great teachers use the games to introduce and/or reinforce material, they become another extremely effective classroom project or activity. In order to do this, teachers need to play the games themselves. Or even better, when time permits, play alongside students.\u003c/p>\n\u003ch3>Step 4: See How Others Do It\u003c/h3>\n\u003cp>The Joan Ganz Cooney Center has a great video series about how teachers are using games in the classroom.\u003c/p>\n\u003cp>In this video, Joel Levin talks about the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">way he uses MinecraftEDU\u003c/a> in his second grade classroom. He's clear that it involves creating a structure with boundaries, designing activities, that provide meaningful learning experiences for the students.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-mTf3j2koJA'\n title='//www.youtube.com/embed/-mTf3j2koJA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>See how Ginger Stevens uses games for sixth grade special education at Quest to Learn School. The immersive environment that she spotlights in this video is especially interesting, it's a reminder that game-based learning doesn't always mean kids glued to a computer screen.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/YRxLMcjbpig'\n title='//www.youtube.com/embed/YRxLMcjbpig'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Lisa Parisi describes how she uses games freely available from BrainPop in her fourth grade classroom. Note how she ties it together with project-based learning. Plus, she describes the transitions from board games to digital games.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/e54Vq3W8kNM'\n title='//www.youtube.com/embed/e54Vq3W8kNM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Seventh and eighth graders learn computer science and coding in Steve Isaacs' classroom. He uses Gamestar mechanic to teach game design. But it goes beyond the computer, his students write up game plans first and workshop the games together after they're built.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PN8o7Mv6Tlc'\n title='//www.youtube.com/embed/PN8o7Mv6Tlc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Check out the entire series, \u003ca href=\"https://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">Teaching With Games: Video Case Studies\u003c/a> to get an idea of what other teachers are doing with games in the classroom.\u003c/p>\n\u003ch3>Step 5: Find Support\u003c/h3>\n\u003cp>Game-based learning is getting very popular, but finding support remains difficult. Most education conferences are adding games and learning tracks, or at least adding games to their ed-tech tracks. In addition, most game developers recognize that professional development is one of the biggest obstacles to adoption, and often provide video tutorials and other materials for teachers on their websites.\u003c/p>\n\u003cp>For more general support and resources, there are a number of websites cropping up specifically for the purpose of providing teachers with resources around ed-tech. Two sites that are specifically focused on games in the classroom are \u003ca href=\"http://playfullearning.com/\">Playful Learning\u003c/a> and \u003ca href=\"http://educade.org/\">Educade\u003c/a>. Both are full of articles, videos, and other resources that can help you think of creative ways to integrate games into your teaching. For example, learn how to use the game \u003ca href=\"http://educade.org/teaching_tools/quandary\">Quandary\u003c/a> to teach ethics. Find lesson plans for \u003ca href=\"http://educade.org/teaching_tools/angry-birds\">using Angry Birds as an intro to Physics.\u003c/a> (They also have reviews that can help you choose a game).\u003c/p>\n\u003cp>The \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at the Sesame Workshop\u003c/a> and the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a> are also good places to look for information and support. The Joan Ganz Cooney Center focuses on research and evidence around digital media and learning. The Institute of Play is focused on helping to bring a game-based mindset into our common education practices. Check out \u003ca href=\"http://www.instituteofplay.org/work/projects/teacherquest-2/\">TeacherQuest\u003c/a> for game design inspired professional development, or the \u003ca href=\"http://www.instituteofplay.org/work/projects/mobilequest-colab/\">MobileQuest CoLab\u003c/a> for a two week summer camp like introduction to game-based curriculum design and ed-tech integration.\u003c/p>\n\u003cp>It can feel overwhelming to consider adding learning games to the classroom. But once you get started you’ll be amazed at the results. But don’t be afraid to jump right in -- it's worth the effort!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*The original version of this story incorrectly identified Seeta Pai as a vice president of Graphite. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37518/using-games-for-learning-practical-steps-to-get-started","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_548","mindshift_114"],"featImg":"mindshift_37659","label":"mindshift_20669"},"mindshift_37514":{"type":"posts","id":"mindshift_37514","meta":{"index":"posts_1591205157","site":"mindshift","id":"37514","score":null,"sort":[1409320852000]},"guestAuthors":[],"slug":"need-help-picking-the-right-learning-game-some-things-to-consider","title":"Need Help Picking the Right Learning Game? Some Things to Consider","publishDate":1409320852,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37583\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games.jpg\">\u003cimg class=\"size-full wp-image-37583\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 18 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">To make sense of the broad and complex world of games and learning, we’re inclined to create neatly organized lists and categories. The truth is that there are so many different kinds of learning games, it's difficult to break them down into clear-cut categories. Especially in an atmosphere of ed-tech entrepreneurship that aims to disrupt our habitual way of thinking about education, familiar classification structures can sometimes hold us back more than they move us forward.\u003c/p>\n\u003cp>It feels contradictory to divide up the learning games landscape after arguing, earlier in this series, that games can help address the educational need to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/\">break down the boundaries\u003c/a> between traditional academic content areas. Taxonomy is always tricky and useful only to the degree in which it simultaneously acknowledges ambiguity and fuzziness. But to make it easier to digest, let’s explore some classifications.\u003c/p>\n\u003cp>What criteria matter when considering learning games? First, ask the broad questions: How and when a game can be used? Then, be more specific: What kind of game is best suited to particular learning objectives?\u003c/p>\n\u003cp>\u003cb>Short-form, Long-form and Crossover Games\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When teachers plan activities for the classroom, we're usually constrained by the school schedule. Time is set aside for class and we need to work within this framework. Teachers, therefore, think in blocks of time; video game developers don’t. Most video games are played over a longer period of time, often broken down into smaller individual sessions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6co4wDTE1G50fXB2gNUASQm9L52u2Tfh\"]\u003c/p>\n\u003cp>Think about the earliest iterations of \"Super Mario Brothers.\" Although you may play only for 30-40 minutes at a time, the game remembers your progress and you can come back to start again from just where you left off last time. Gamers remain on a long continuum toward mastery. How does such a journey translate into the classroom?\u003c/p>\n\u003cp>In their report, \u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\">Games for a Digital Age: K-12 Market Map and Investment Analysis\u003c/a>, the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> makes the distinction between short-form and long-form games. They point out that in a day that’s divided into 40-minute class periods, “transition time and time for instruction or discussion connected to curricular material frequently leaves only 20 to 30 minutes for actually using a learning game.” Short-form games can easily fit within that time frame, but long-form games require a multi-period commitment.\u003c/p>\n\u003cp>\u003cb>Short-form games\u003c/b> tend to resemble the kinds of casual smartphone games that even adults tend to fiddle with during idle time. The majority of games recommended in this series have been short form. \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">Wuzzit Trouble\u003c/a>,\" for example, the game \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/digital-games-and-the-future-of-math-class-a-conversation-with-keith-devlin/\">Keith Devlin\u003c/a> created in order to allow students to actively experience number partitions, can occupy a player for hours, or it can be played for 10-15 minutes.\u003c/p>\n\u003cp>Played in small doses, short-form games can serve as great interactive examples, reinforcing and supplementing a teacher-driven curriculum. Short-form games tend to work best for learning when they're focused on a specific skill set or concept. Think of them like brief simulations. For argumentation and rhetoric, check out GlassLab’s \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/from-minecraft-to-mars-teachers-bring-the-arcade-to-the-games-learning-classroom/\">Mars Generation One: Argubot Academy\u003c/a>.\" For environmental science, try Filament Games’ \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/\">Reach For The Sun\u003c/a>.\"\u003c/p>\n\u003cp>\u003cb>Long-form games \u003c/b>tend to be more open-ended and intricate. These games often start simply and expand over time, so they can easily form the backbone of an entire curriculum. Games like Muzzy Lane’s \"Government In Action\"\u003ci> \u003c/i>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/video-games-and-the-future-of-the-textbook/\">can replace a textbook.\u003c/a>\u003c/p>\n\u003cp>The Cooney Center reports that recent research “points to the significant engagement factor produced by long-form learning games.” The coherent unification around both short-term and long-term goals leads increased motivation and ongoing commitment to class projects. In addition, long-form games tend to foster skills like “critical thinking, problem solving, collaboration, creativity, and communication.”\u003c/p>\n\u003cp>Long-form games, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/video-games-and-the-future-of-the-textbook/\">Amplify Learning’s \"Lexica\u003c/a>,\" are great for teachers who are really comfortable with video games and have dependable access to newer hardware. Or, try a game-based curriculum, like \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/in-the-bustling-interactive-classroom-a-place-for-digital-games/\">the Mind Research Institute’s \"ST Math.\u003c/a>\"\u003c/p>\n\u003cp>\u003cb>Crossover Creative Game-based Platforms \u003c/b>can fit into either one of these categories. They are flexible in the way they can be implemented. \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/from-minecraft-to-mars-teachers-bring-the-arcade-to-the-games-learning-classroom/\">Minecraft\u003c/a>\" is a great example of a game that can be used as either short form or long form. Teachers can create short one-time simulation-based assignments, or longer multi-period projects. Game design and coding platforms, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/making-games-the-ultimate-project-based-learning/\">Gamestar Mechanic\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/screen-time-games-learning-thats-valuable-for-young-kids/\">Scratch, or ScratchJr\u003c/a>, also cross over and can be used in either short-form or long-form applications. Teachers could introduce these platforms early in the year so that kids become familiar with the interfaces; then they can be used throughout the year for a variety of projects that don’t even have to be related to one another.\u003c/p>\n\u003cp>\u003cstrong>GAME GENRES\u003c/strong>\u003c/p>\n\u003cp>There are also different genres of games. \u003cb>Puzzlers \u003c/b>are probably the most familiar kind of game. They involve identifying a pattern or system and arranging objects according to a certain set of rules. \"Tetris\" is not only the best-selling video game of all time, but also a fairly simple puzzle game. Many games that began in non-digital versions -- solitaire, mahjong, Sudoku -- are also puzzlers. In fact, almost all games have an underlying puzzle structure. Otherwise, they’d be completely random, with no patterns whatsoever, and not much fun.\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>\u003c/p>\n\u003cp>All video games, like puzzlers, are about pattern recognition. And once the player understands the pattern, the challenge comes from either more intricate puzzles (more complicated levels), or from changing the speed or circumstances in which the player needs to solve the puzzle.\u003c/p>\n\u003cp>When this happens, the game becomes a \u003cb>Drill and Practice \u003c/b>game. Great games like \"DragonBox Algebra\" and \"DragonBox Elements\" combine drill and practice with increasingly difficult puzzles. Both of these types of games are especially well suited to mathematics. Traditional manipulatives and non-digital games are plentiful in math because those skills are easily translated into simple patterns. Video game technologies allow developers to design interactive versions of classic math problems.\u003c/p>\n\u003cp>When developers add compounding puzzles to be solved through a series of moves, it becomes a \u003cb>Strategy Game. \u003c/b>Strategy games are also often multiplayer. And when it comes to learning games, it's common for them to be focused on history. Games like \"Historia\" or \"Making History\" can offer experiential simulations of historical events. When students control the armies, key moments in geopolitics suddenly feel substantially more dynamic than just a chronological account of battles. Games like these work well when implemented alongside traditional lecture and research strategies. The long-form strategy games offer an engaging motivation for students to understand and internalize the material.\u003c/p>\n\u003cp>Some strategy games ask players to embody individual characters. These become \u003cb>Role-Playing Games. \u003c/b>Think of \"Dungeons and Dragons.\" Digital role-playing games are very similar to dice-based role-playing games. Digital platforms, however, make the logistics easy and efficient. No need for tons of cards, binders of scenarios, and little pieces; these things can be employed virtually.\u003c/p>\n\u003cp>\"\u003ca href=\"http://www.mission-us.org/pages/landing-mission-3\">Mission US: Cheyenne Odyssey\u003c/a>\" is a great example of an educational role-playing game. As the game is described, players become Little Fox, a Northern Cheyenne boy whose life is changed by the encroachment of white settlers, railroads, and U.S. military expeditions. Think of it like a historically accurate digital choose-your-own-adventure book that takes place between 1866 and 1876. Students imagine themselves in the role of a Cheyenne youth. It makes something that seems initially foreign immediately relatable. All of the \"Mission US\" games are free and come with exhaustive teacher guides.\u003c/p>\n\u003cp>Some games offer a world of experience without clear objectives. These are called \u003cb>Sandbox Games. \u003c/b>Minecraft is the most well-known example of a sandbox game. Just like its life-world namesake, Minecraft is an open-ended creative space but with virtual shovels. Certainly the block world has unique properties (physics engine), but players can do whatever they want within those parameters. MinecraftEdu is a version of the game modified for education that allows teachers to create even more specific parameters that correlate to lesson plans. You can read a lot more about how teachers use \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft here\u003c/a>.\u003c/p>\n\u003cp>This list is certainly not exhaustive. There are other kinds of game genres and even subcategories within each genre. But the learning game space is still in its infancy. So many possibilities have not yet been explored. Platformers, fighters and first-person shooters, for example, are among the most popular commercial genres, though I’ve yet to see a good educational implementation of these genres’ conventions. One thing is for sure: creative educators will continue surprising us with ingenious game-based tools that can help teachers and students achieve success together.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Let this list be a starting point to help you to choose appropriate games for your classroom.\u003c/p>\n\n","blocks":[],"excerpt":"Understanding gaming genres can help teachers pick the right one for specific learning goals.","status":"publish","parent":0,"modified":1409863546,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1515},"headData":{"title":"Need Help Picking the Right Learning Game? Some Things to Consider | KQED","description":"Understanding gaming genres can help teachers pick the right one for specific learning goals.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Need Help Picking the Right Learning Game? Some Things to Consider","datePublished":"2014-08-29T14:00:52.000Z","dateModified":"2014-09-04T20:45:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37514 http://blogs.kqed.org/mindshift/?p=37514","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/29/need-help-picking-the-right-learning-game-some-things-to-consider/","disqusTitle":"Need Help Picking the Right Learning Game? Some Things to Consider","path":"/mindshift/37514/need-help-picking-the-right-learning-game-some-things-to-consider","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37583\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games.jpg\">\u003cimg class=\"size-full wp-image-37583\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 18 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">To make sense of the broad and complex world of games and learning, we’re inclined to create neatly organized lists and categories. The truth is that there are so many different kinds of learning games, it's difficult to break them down into clear-cut categories. Especially in an atmosphere of ed-tech entrepreneurship that aims to disrupt our habitual way of thinking about education, familiar classification structures can sometimes hold us back more than they move us forward.\u003c/p>\n\u003cp>It feels contradictory to divide up the learning games landscape after arguing, earlier in this series, that games can help address the educational need to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/\">break down the boundaries\u003c/a> between traditional academic content areas. Taxonomy is always tricky and useful only to the degree in which it simultaneously acknowledges ambiguity and fuzziness. But to make it easier to digest, let’s explore some classifications.\u003c/p>\n\u003cp>What criteria matter when considering learning games? First, ask the broad questions: How and when a game can be used? Then, be more specific: What kind of game is best suited to particular learning objectives?\u003c/p>\n\u003cp>\u003cb>Short-form, Long-form and Crossover Games\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When teachers plan activities for the classroom, we're usually constrained by the school schedule. Time is set aside for class and we need to work within this framework. Teachers, therefore, think in blocks of time; video game developers don’t. Most video games are played over a longer period of time, often broken down into smaller individual sessions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Think about the earliest iterations of \"Super Mario Brothers.\" Although you may play only for 30-40 minutes at a time, the game remembers your progress and you can come back to start again from just where you left off last time. Gamers remain on a long continuum toward mastery. How does such a journey translate into the classroom?\u003c/p>\n\u003cp>In their report, \u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\">Games for a Digital Age: K-12 Market Map and Investment Analysis\u003c/a>, the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> makes the distinction between short-form and long-form games. They point out that in a day that’s divided into 40-minute class periods, “transition time and time for instruction or discussion connected to curricular material frequently leaves only 20 to 30 minutes for actually using a learning game.” Short-form games can easily fit within that time frame, but long-form games require a multi-period commitment.\u003c/p>\n\u003cp>\u003cb>Short-form games\u003c/b> tend to resemble the kinds of casual smartphone games that even adults tend to fiddle with during idle time. The majority of games recommended in this series have been short form. \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">Wuzzit Trouble\u003c/a>,\" for example, the game \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/digital-games-and-the-future-of-math-class-a-conversation-with-keith-devlin/\">Keith Devlin\u003c/a> created in order to allow students to actively experience number partitions, can occupy a player for hours, or it can be played for 10-15 minutes.\u003c/p>\n\u003cp>Played in small doses, short-form games can serve as great interactive examples, reinforcing and supplementing a teacher-driven curriculum. Short-form games tend to work best for learning when they're focused on a specific skill set or concept. Think of them like brief simulations. For argumentation and rhetoric, check out GlassLab’s \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/from-minecraft-to-mars-teachers-bring-the-arcade-to-the-games-learning-classroom/\">Mars Generation One: Argubot Academy\u003c/a>.\" For environmental science, try Filament Games’ \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/\">Reach For The Sun\u003c/a>.\"\u003c/p>\n\u003cp>\u003cb>Long-form games \u003c/b>tend to be more open-ended and intricate. These games often start simply and expand over time, so they can easily form the backbone of an entire curriculum. Games like Muzzy Lane’s \"Government In Action\"\u003ci> \u003c/i>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/video-games-and-the-future-of-the-textbook/\">can replace a textbook.\u003c/a>\u003c/p>\n\u003cp>The Cooney Center reports that recent research “points to the significant engagement factor produced by long-form learning games.” The coherent unification around both short-term and long-term goals leads increased motivation and ongoing commitment to class projects. In addition, long-form games tend to foster skills like “critical thinking, problem solving, collaboration, creativity, and communication.”\u003c/p>\n\u003cp>Long-form games, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/video-games-and-the-future-of-the-textbook/\">Amplify Learning’s \"Lexica\u003c/a>,\" are great for teachers who are really comfortable with video games and have dependable access to newer hardware. Or, try a game-based curriculum, like \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/in-the-bustling-interactive-classroom-a-place-for-digital-games/\">the Mind Research Institute’s \"ST Math.\u003c/a>\"\u003c/p>\n\u003cp>\u003cb>Crossover Creative Game-based Platforms \u003c/b>can fit into either one of these categories. They are flexible in the way they can be implemented. \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/from-minecraft-to-mars-teachers-bring-the-arcade-to-the-games-learning-classroom/\">Minecraft\u003c/a>\" is a great example of a game that can be used as either short form or long form. Teachers can create short one-time simulation-based assignments, or longer multi-period projects. Game design and coding platforms, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/making-games-the-ultimate-project-based-learning/\">Gamestar Mechanic\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/screen-time-games-learning-thats-valuable-for-young-kids/\">Scratch, or ScratchJr\u003c/a>, also cross over and can be used in either short-form or long-form applications. Teachers could introduce these platforms early in the year so that kids become familiar with the interfaces; then they can be used throughout the year for a variety of projects that don’t even have to be related to one another.\u003c/p>\n\u003cp>\u003cstrong>GAME GENRES\u003c/strong>\u003c/p>\n\u003cp>There are also different genres of games. \u003cb>Puzzlers \u003c/b>are probably the most familiar kind of game. They involve identifying a pattern or system and arranging objects according to a certain set of rules. \"Tetris\" is not only the best-selling video game of all time, but also a fairly simple puzzle game. Many games that began in non-digital versions -- solitaire, mahjong, Sudoku -- are also puzzlers. In fact, almost all games have an underlying puzzle structure. Otherwise, they’d be completely random, with no patterns whatsoever, and not much fun.\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>\u003c/p>\n\u003cp>All video games, like puzzlers, are about pattern recognition. And once the player understands the pattern, the challenge comes from either more intricate puzzles (more complicated levels), or from changing the speed or circumstances in which the player needs to solve the puzzle.\u003c/p>\n\u003cp>When this happens, the game becomes a \u003cb>Drill and Practice \u003c/b>game. Great games like \"DragonBox Algebra\" and \"DragonBox Elements\" combine drill and practice with increasingly difficult puzzles. Both of these types of games are especially well suited to mathematics. Traditional manipulatives and non-digital games are plentiful in math because those skills are easily translated into simple patterns. Video game technologies allow developers to design interactive versions of classic math problems.\u003c/p>\n\u003cp>When developers add compounding puzzles to be solved through a series of moves, it becomes a \u003cb>Strategy Game. \u003c/b>Strategy games are also often multiplayer. And when it comes to learning games, it's common for them to be focused on history. Games like \"Historia\" or \"Making History\" can offer experiential simulations of historical events. When students control the armies, key moments in geopolitics suddenly feel substantially more dynamic than just a chronological account of battles. Games like these work well when implemented alongside traditional lecture and research strategies. The long-form strategy games offer an engaging motivation for students to understand and internalize the material.\u003c/p>\n\u003cp>Some strategy games ask players to embody individual characters. These become \u003cb>Role-Playing Games. \u003c/b>Think of \"Dungeons and Dragons.\" Digital role-playing games are very similar to dice-based role-playing games. Digital platforms, however, make the logistics easy and efficient. No need for tons of cards, binders of scenarios, and little pieces; these things can be employed virtually.\u003c/p>\n\u003cp>\"\u003ca href=\"http://www.mission-us.org/pages/landing-mission-3\">Mission US: Cheyenne Odyssey\u003c/a>\" is a great example of an educational role-playing game. As the game is described, players become Little Fox, a Northern Cheyenne boy whose life is changed by the encroachment of white settlers, railroads, and U.S. military expeditions. Think of it like a historically accurate digital choose-your-own-adventure book that takes place between 1866 and 1876. Students imagine themselves in the role of a Cheyenne youth. It makes something that seems initially foreign immediately relatable. All of the \"Mission US\" games are free and come with exhaustive teacher guides.\u003c/p>\n\u003cp>Some games offer a world of experience without clear objectives. These are called \u003cb>Sandbox Games. \u003c/b>Minecraft is the most well-known example of a sandbox game. Just like its life-world namesake, Minecraft is an open-ended creative space but with virtual shovels. Certainly the block world has unique properties (physics engine), but players can do whatever they want within those parameters. MinecraftEdu is a version of the game modified for education that allows teachers to create even more specific parameters that correlate to lesson plans. You can read a lot more about how teachers use \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft here\u003c/a>.\u003c/p>\n\u003cp>This list is certainly not exhaustive. There are other kinds of game genres and even subcategories within each genre. But the learning game space is still in its infancy. So many possibilities have not yet been explored. Platformers, fighters and first-person shooters, for example, are among the most popular commercial genres, though I’ve yet to see a good educational implementation of these genres’ conventions. One thing is for sure: creative educators will continue surprising us with ingenious game-based tools that can help teachers and students achieve success together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Let this list be a starting point to help you to choose appropriate games for your classroom.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37514/need-help-picking-the-right-learning-game-some-things-to-consider","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_548"],"featImg":"mindshift_37583","label":"mindshift_20669"},"mindshift_37413":{"type":"posts","id":"mindshift_37413","meta":{"index":"posts_1591205157","site":"mindshift","id":"37413","score":null,"sort":[1408716023000]},"guestAuthors":[],"slug":"how-to-choose-a-learning-game","title":"How To Choose A Learning Game","publishDate":1408716023,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37460\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/choice.jpg\">\u003cimg class=\"wp-image-37460 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/choice.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/choice.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/choice-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/choice-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 17 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Many teachers are excited about trying games in the classroom but don’t know where to begin. The landscape of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/explosive-growth-in-education-apps/\" target=\"_blank\">learning games is vast and confusing\u003c/a> -- and it's growing and changing rapidly. Moving at the pace of the software industry, games are often updated and iterated so that new versions replace familiar ones before you’ve even had a chance to implement them in your classroom routine.\u003c/p>\n\u003cp>And teachers have busy schedules. We have barely enough time to complete our prep or even to provide students with as much written feedback as they deserve. Exploring such unfamiliar territory as games for learning takes a considerable investment of time and energy. For over-scheduled and underpaid teachers, available time and energy is already scarce and face-to-face classroom time is our top priority.\u003c/p>\n\u003cp>On the other hand, not exploring, updating and reinventing our teaching strategies can cause us to miss valuable opportunities to reach students. We all chose teaching because we love it, and a good teacher is constantly motivated to improve the classroom experience. Games are a great tool that can add a spark of new vitality. But how do you go about choosing the right game? What criteria should you use to pick a game for your classroom?\u003c/p>\n\u003ch3>\u003cb>Is It Fun? Or, Is It Cool?\u003c/b>\u003c/h3>\n\u003cp>Selecting the right game can be like walking the teachers’ tightrope. Both engagement and academic rigor need to be priorities, but there is often tension between them.\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is the same tension an English teacher might be forced to mediate when picking a text. For example, as much as I might want to assign James Joyce’s \"Ulysses\" to a class of sixth-graders, the chance that it will engage them is pretty slim. They would likely struggle with the complexity of the language and we would hardly be able to address the thematics. It would be an uphill battle against student boredom that would not serve anyone.\u003c/p>\n\u003cp>A great literature curriculum considers the particular students in the class and chooses books that are simultaneously fun to read, academically challenging and provide important canonical touchstones that can help contextualize future learning. Satisfying any one of these criteria, without the others, is problematic. The same is true for learning games. But for some reason, when it comes to games, many teachers are confused about the difference between “cool” and “fun.”\u003c/p>\n\u003cp>Cool and fun are not the same thing. Cool has to do with a game’s aesthetics: the art, sound design, characters, narrative, et cetera. But a game does not need to be cool in order to to be fun. Don’t be seduced by the spectacle. Making coolness a priority is tantamount to choosing to teach literature with \"People\" magazine because the students like to read it. Sure, pop culture gossip would satisfy the engagement criteria, but it wouldn’t satisfy any of the other academic criteria.\u003c/p>\n\u003cp>Think about games the same way. There’s nothing wrong with cool, but if it's our primary criterion, we are catering to our students instead of challenging them. Don’t meet the students where they are: Help them to move incrementally from one place to another. Look for games that are fun rather than games that are cool.\u003c/p>\n\u003ch3>\u003cb>The Mechanics Matter Most\u003c/b>\u003c/h3>\n\u003cp>The best learning games are always fun. Try playing them yourself and see if \u003cem>you\u003c/em> enjoy them. No matter how advanced your understanding of the subject matter, a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\" target=\"_blank\">good game should still be fun\u003c/a>. I’ve understood algebra and number partitions for decades, but \"DragonBox\" and \"Wuzzit Trouble\" are still challenging puzzlers that I like to fiddle with on long airline flights. All good games offer challenges in intuitive ways. In fact, this is the reason games work so well for learning: Players are intrinsically motivated to identify and succeed at understanding the game’s mechanics.\u003c/p>\n\u003cp>[contextly_sidebar id=\"BoGU1Vk11hWVPmYZZvktqTFyLi9dTQdE\"]\u003c/p>\n\u003cp>Mechanics are what game designers call the collection of rules and structures that produce the actual game play. The mechanics organize the game’s components in the way that defines how a player’s actions will have an impact. In good learning games, the subject matter is always embedded into the mechanics themselves. Learning to navigate the game’s mechanics and learning the academic subject matter are one and the same.\u003c/p>\n\u003cp>Bad games sometimes attempt to simply graft a topic onto existing game mechanics. They might add vocabulary words to \"Angry Birds,\" or multiplication tables to \"Temple Run.\" It never works. The best learning games teach in the same way good teachers teach: They don’t trick students into being interested, they help students find genuine excitement in learning a subject.\u003c/p>\n\u003ch3>\u003cb>Are You Comfortable?\u003c/b>\u003c/h3>\n\u003cp>In order to find genuine excitement in learning a subject, students need to be comfortable with the game. In order to leverage the potential of learning games in the classroom, teachers need to be comfortable, too. When choosing a game for the classroom, you’ll need to assess comfort levels. And the factors that influence a teacher’s comfort level are not necessarily the same factors that will influence the students’.\u003c/p>\n\u003cp>For students, playability is the most important comfort factor. If the game is too complicated, they’ll spend more time trying to play than they do learning from playing. Look for \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">games that seem simple to play\u003c/a>. Paradoxically, the games that seem the simplest are usually the most complex. That’s because they do a good job at instructing students slowly. They teach one action at a time, in baby steps, until the complex world of the game seems intuitive. Suddenly, the students get it. And simultaneously, because the mechanics and the academics are one and the same, they’ve succeeded in meeting the learning objectives.\u003c/p>\n\u003cp>In order to facilitate this, teachers need to be comfortable, too. You should be comfortable not only playing the game, but also integrating it into your curriculum. Make sure that you remain in the curricular driver's seat. Don’t allow the game to dictate the curriculum, nor the assessment strategy.\u003c/p>\n\u003cp>From a curricular perspective, the best implementations see learning games as just one of many learning activities. The combination of activities are designed to offer multiple entry points to a key academic lesson. Each entry point is a perspective -- a single lens into a complex subject. Allowing any one perspective to dominate the conversation does your students a disservice. Look for games that enhance what you already do, not for games that disrupt your current strategies.\u003c/p>\n\u003cp>When it comes to assessment, many \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/could-video-games-measure-skills-that-tests-cant-capture/\" target=\"_blank\">games have robust back ends \u003c/a>that provide assessment data about the students that play them. The data can be extremely useful, providing information about your students that is applicable well beyond the game itself. Teachers, however, need to make sure they’re comfortable with the game’s assessment strategies. Don’t allow the game to tell you how to assess, make sure it strengthens your current practices.\u003c/p>\n\u003cp>Remember, the games are tools to make your work more efficient and effective. Make sure you’re using the game, and that the game is not using you. And make sure you explain to your students how and why the game fits into the larger context of the classroom.\u003c/p>\n\u003cp>Students might play the game willingly, but that doesn’t mean they understand how it relates to the other activities. Take the time to explain why you’ve chosen the game. Or, even better, let it be a class discussion. Ask your students to discuss what they’ve learned from the game and how it fits into the larger class context. You’ll likely discover that the game is working in ways you never could have imagined.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Keep in mind some of the key elements of a good educational game when trying to sort through the hundreds of games available.","status":"publish","parent":0,"modified":1409007903,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1334},"headData":{"title":"How To Choose A Learning Game | KQED","description":"Keep in mind some of the key elements of a good educational game when trying to sort through the hundreds of games available.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Choose A Learning Game","datePublished":"2014-08-22T14:00:23.000Z","dateModified":"2014-08-25T23:05:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37413 http://blogs.kqed.org/mindshift/?p=37413","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/22/how-to-choose-a-learning-game/","disqusTitle":"How To Choose A Learning Game","path":"/mindshift/37413/how-to-choose-a-learning-game","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37460\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/choice.jpg\">\u003cimg class=\"wp-image-37460 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/choice.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/choice.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/choice-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/choice-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 17 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Many teachers are excited about trying games in the classroom but don’t know where to begin. The landscape of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/explosive-growth-in-education-apps/\" target=\"_blank\">learning games is vast and confusing\u003c/a> -- and it's growing and changing rapidly. Moving at the pace of the software industry, games are often updated and iterated so that new versions replace familiar ones before you’ve even had a chance to implement them in your classroom routine.\u003c/p>\n\u003cp>And teachers have busy schedules. We have barely enough time to complete our prep or even to provide students with as much written feedback as they deserve. Exploring such unfamiliar territory as games for learning takes a considerable investment of time and energy. For over-scheduled and underpaid teachers, available time and energy is already scarce and face-to-face classroom time is our top priority.\u003c/p>\n\u003cp>On the other hand, not exploring, updating and reinventing our teaching strategies can cause us to miss valuable opportunities to reach students. We all chose teaching because we love it, and a good teacher is constantly motivated to improve the classroom experience. Games are a great tool that can add a spark of new vitality. But how do you go about choosing the right game? What criteria should you use to pick a game for your classroom?\u003c/p>\n\u003ch3>\u003cb>Is It Fun? Or, Is It Cool?\u003c/b>\u003c/h3>\n\u003cp>Selecting the right game can be like walking the teachers’ tightrope. Both engagement and academic rigor need to be priorities, but there is often tension between them.\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is the same tension an English teacher might be forced to mediate when picking a text. For example, as much as I might want to assign James Joyce’s \"Ulysses\" to a class of sixth-graders, the chance that it will engage them is pretty slim. They would likely struggle with the complexity of the language and we would hardly be able to address the thematics. It would be an uphill battle against student boredom that would not serve anyone.\u003c/p>\n\u003cp>A great literature curriculum considers the particular students in the class and chooses books that are simultaneously fun to read, academically challenging and provide important canonical touchstones that can help contextualize future learning. Satisfying any one of these criteria, without the others, is problematic. The same is true for learning games. But for some reason, when it comes to games, many teachers are confused about the difference between “cool” and “fun.”\u003c/p>\n\u003cp>Cool and fun are not the same thing. Cool has to do with a game’s aesthetics: the art, sound design, characters, narrative, et cetera. But a game does not need to be cool in order to to be fun. Don’t be seduced by the spectacle. Making coolness a priority is tantamount to choosing to teach literature with \"People\" magazine because the students like to read it. Sure, pop culture gossip would satisfy the engagement criteria, but it wouldn’t satisfy any of the other academic criteria.\u003c/p>\n\u003cp>Think about games the same way. There’s nothing wrong with cool, but if it's our primary criterion, we are catering to our students instead of challenging them. Don’t meet the students where they are: Help them to move incrementally from one place to another. Look for games that are fun rather than games that are cool.\u003c/p>\n\u003ch3>\u003cb>The Mechanics Matter Most\u003c/b>\u003c/h3>\n\u003cp>The best learning games are always fun. Try playing them yourself and see if \u003cem>you\u003c/em> enjoy them. No matter how advanced your understanding of the subject matter, a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\" target=\"_blank\">good game should still be fun\u003c/a>. I’ve understood algebra and number partitions for decades, but \"DragonBox\" and \"Wuzzit Trouble\" are still challenging puzzlers that I like to fiddle with on long airline flights. All good games offer challenges in intuitive ways. In fact, this is the reason games work so well for learning: Players are intrinsically motivated to identify and succeed at understanding the game’s mechanics.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Mechanics are what game designers call the collection of rules and structures that produce the actual game play. The mechanics organize the game’s components in the way that defines how a player’s actions will have an impact. In good learning games, the subject matter is always embedded into the mechanics themselves. Learning to navigate the game’s mechanics and learning the academic subject matter are one and the same.\u003c/p>\n\u003cp>Bad games sometimes attempt to simply graft a topic onto existing game mechanics. They might add vocabulary words to \"Angry Birds,\" or multiplication tables to \"Temple Run.\" It never works. The best learning games teach in the same way good teachers teach: They don’t trick students into being interested, they help students find genuine excitement in learning a subject.\u003c/p>\n\u003ch3>\u003cb>Are You Comfortable?\u003c/b>\u003c/h3>\n\u003cp>In order to find genuine excitement in learning a subject, students need to be comfortable with the game. In order to leverage the potential of learning games in the classroom, teachers need to be comfortable, too. When choosing a game for the classroom, you’ll need to assess comfort levels. And the factors that influence a teacher’s comfort level are not necessarily the same factors that will influence the students’.\u003c/p>\n\u003cp>For students, playability is the most important comfort factor. If the game is too complicated, they’ll spend more time trying to play than they do learning from playing. Look for \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">games that seem simple to play\u003c/a>. Paradoxically, the games that seem the simplest are usually the most complex. That’s because they do a good job at instructing students slowly. They teach one action at a time, in baby steps, until the complex world of the game seems intuitive. Suddenly, the students get it. And simultaneously, because the mechanics and the academics are one and the same, they’ve succeeded in meeting the learning objectives.\u003c/p>\n\u003cp>In order to facilitate this, teachers need to be comfortable, too. You should be comfortable not only playing the game, but also integrating it into your curriculum. Make sure that you remain in the curricular driver's seat. Don’t allow the game to dictate the curriculum, nor the assessment strategy.\u003c/p>\n\u003cp>From a curricular perspective, the best implementations see learning games as just one of many learning activities. The combination of activities are designed to offer multiple entry points to a key academic lesson. Each entry point is a perspective -- a single lens into a complex subject. Allowing any one perspective to dominate the conversation does your students a disservice. Look for games that enhance what you already do, not for games that disrupt your current strategies.\u003c/p>\n\u003cp>When it comes to assessment, many \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/could-video-games-measure-skills-that-tests-cant-capture/\" target=\"_blank\">games have robust back ends \u003c/a>that provide assessment data about the students that play them. The data can be extremely useful, providing information about your students that is applicable well beyond the game itself. Teachers, however, need to make sure they’re comfortable with the game’s assessment strategies. Don’t allow the game to tell you how to assess, make sure it strengthens your current practices.\u003c/p>\n\u003cp>Remember, the games are tools to make your work more efficient and effective. Make sure you’re using the game, and that the game is not using you. And make sure you explain to your students how and why the game fits into the larger context of the classroom.\u003c/p>\n\u003cp>Students might play the game willingly, but that doesn’t mean they understand how it relates to the other activities. Take the time to explain why you’ve chosen the game. Or, even better, let it be a class discussion. Ask your students to discuss what they’ve learned from the game and how it fits into the larger class context. You’ll likely discover that the game is working in ways you never could have imagined.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37413/how-to-choose-a-learning-game","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_195"],"tags":["mindshift_20583","mindshift_1040","mindshift_548"],"featImg":"mindshift_37460","label":"mindshift_20669"},"mindshift_37347":{"type":"posts","id":"mindshift_37347","meta":{"index":"posts_1591205157","site":"mindshift","id":"37347","score":null,"sort":[1408111213000]},"guestAuthors":[],"slug":"video-games-and-the-future-of-the-textbook","title":"Video Games and the Future of the Textbook","publishDate":1408111213,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37352\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/the-raven.jpg\">\u003cimg class=\"size-full wp-image-37352\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/the-raven.jpg\" alt=\"Amplify's digital offering includes a dramatic reading of Edgar Allan Poe's \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amplify's digital offering includes a dramatic reading of Edgar Allen Poe's \"The Raven\" with animation.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 16 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">The textbook is a problem that consistently plagues classrooms. At best, textbooks are innocuous, offering simple summaries of a very broad subject area. At worst, they oversimplify things, providing less information than an encyclopedia article without enough nuance or context to make it meaningful.\u003c/p>\n\u003cp>One \u003ca href=\"http://www.jstor.org/discover/10.2307/40387551?uid=3739864&uid=2134&uid=2483481863&uid=2&uid=70&uid=3&uid=2483481853&uid=3739256&uid=60&sid=21104585359203\">study\u003c/a> showed that when students read textbooks, they tend to retain “absurd” details, but fail to “grasp the main point.” Susan M. Hubbuch writes, “The trouble with too many textbooks is that they are badly written” and “badly organized.” What’s more, they give students the wrong impression about knowledge. Typical subject areas -- physics, geography, algebra -- are all dynamic. “They are constantly being critiqued by members of the field, and all are open to change.” The traditional textbook approach, however, gives students the impression that knowledge is constructed of static ideas, facts, and definitions. [Watch \u003ca href=\"https://www.youtube.com/watch?v=vq_XBP3NrBo\" target=\"_blank\">this scene in Dead Poets Society \u003c/a>that perfectly captures this quandary.]\u003c/p>\n\u003cp>Teachers have always struggled with mediating the tension between the need for stable content and desire to support our students as they become creative and flexible thinking individuals. How can we keep things open-ended without doing a disservice to children? How do we encourage students to remain invested in learning ways of knowing that will always be questionable and uncertain? The very purpose of an education is to teach fluid critical thinking skills, to maintain analytical perspectives about the world, to teach people that problems can never be solved with certainty. But sometimes the way we teach contradicts our intentions. Sometimes we forget that \u003ci>what\u003c/i> we teach and \u003ci>how\u003c/i> we teach it will always be inseparable. And textbooks, unfortunately, seem to structure learning in a way that’s antithetical to our intended outcomes.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames.png\">\u003cimg class=\"alignright wp-image-35200 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/a>Just as we need to move away from a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/subverting-the-system-student-and-teacher-as-equals/\" target=\"_blank\">top-down model of teaching\u003c/a>, we also need to move away from the textbook. In an ideal world, all learning would happen through direct engagement with primary texts. But unfortunately, not everyone can be a historian, perusing through documents and artifacts to piece together an account of the past. Nor can everyone read Euclid and Pythagoras in the original Greek. Some summarizing, briefing, and encapsulating will always be necessary. But is the problematic textbook really the only way?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many ed-tech entrepreneurs are currently attempting to address this problem with games and electronic media. It's probably an oversimplification to say they're attempting to update the textbook because to understand precisely what they are trying to do, we need to step outside of our habitual way of thinking about school and learning.\u003c/p>\n\u003cp>Game-based learning and electronic media enable us to blur the boundaries that separate the delivery of content, drilling for practice, and assessment. And in an educational atmosphere where those boundaries dissolve, the textbook becomes obsolete. Certainly, there is still academic content, but that content suddenly becomes interactive. The texts can be more easily and immediately tied directly into a broad set of activities and projects. Video and other multimedia content can be integrated right into the text -- perhaps videos of teachers--enabling the kind of\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\"> flipped instruction\u003c/a> that is rapidly becoming popular.\u003c/p>\n\u003cp>One company that is really pushing a new approach is \u003ca href=\"http://www.amplify.com/\" target=\"_blank\">Amplify Learning\u003c/a>. They call their tablet-based platform a \"digital curriculum.\" In time for fall 2014, they released ELA programming for sixth, seventh, and eighth grade students that includes more than 300 books and \"academic lessons authored by world-class intellectuals.\" Amplify has always focused on the content, and in addition to comprehensive interactive reading and writing activities, they also include some pretty dramatic and animated readings of classic texts.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=gdgPQZ8yyTE&w=640&h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>At the time of release, Amplify CEO Joel Klein said, “This is not some old wine in a new bottle, like a digitized textbook with a few animations. We’ve brought together world-class instructional materials, rich multimedia and a powerful analytics engine that will transform the way teachers teach and students learn.”\u003c/p>\n\u003cp>What’s most intriguing is the way Amplify curriculum integrates games. They're designing a suite of tablet-based games that are not envisioned as part of the formal curriculum, but rather as opportunities for additional student directed playful learning.\u003c/p>\n\u003cp>One such game is meant to let students experience the process of \u003ca href=\"https://www.youtube.com/watch?v=HC5IP4flhes&list=UUboDxOGL7HIGSOBYcadIw4Q\" target=\"_blank\">metabolism\u003c/a> from the inside. It’s a fun game, where players need to manage their resources carefully in order to win. Students need to understand how each resource plays a part in the metabolic system. The game teaches basic biological literacy. Amplify is also making some other impressive biology, environmental science, math and literacy games.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OzNvsI4JYSOzuapWsW6deFHw72njYoX3\"]\u003c/p>\n\u003cp>\"The goal of our games is to both help recapture lost learning time—both after school and during holidays—and engage kids in ELA, math and science in ways that weren't possible until now,\" Klein said in an interview. When I asked him if he thought electronic media would detract from more traditional forms of text-based learning he said, \"Our goal is to encourage more reading and more writing. I think that if we can help middle school children develop a love for reading books, the positive impacts of that will be felt across their entire educational career.\"\u003c/p>\n\u003cp>The game \u003ci>Lexica \u003c/i>is a great example of Amplify’s approach to games. \u003ci>Lexica\u003c/i> is a literacy game that Greg Toppo \u003ca href=\"http://www.usatoday.com/story/tech/gaming/2013/06/18/lexica-game-classic-books/2431337/\">covered beautifully in USA Today\u003c/a>. Toppo describes \u003ci>Lexica\u003c/i> as “a massive role-playing game for young teens that invites them to interact with characters from great novels and read the books outside of class if they want to get ahead in the game.\"\u003c/p>\n\u003cp>Players free classic book characters that have been trapped in an imaginary library by an evil empire. By reading the books, students learn what kinds of powers the characters can offer them. They are motivated to save the characters and to do so they need to read the books.\u003c/p>\n\u003cp>\u003cem>Lexica\u003c/em> is so comprehensive that the sheer scale of complexity overwhelms. There are even mini games that, like everything in \u003ci>Lexica\u003c/i>, require familiarity with the characters and plots of classic books.\u003c/p>\n\u003cp>Many teachers have concerns about Amplify’s corporate origins and connections to News Corp mogul Rupert Murdoch. Questions about private for-profit curriculum development and the conflation of media and education demand a lot of consideration. And Amplify is not the only company we should approach with caution. But for the purposes of this post, it is the quality and ingenuity of the curriculum that interests us, the way the company's curriculum designers are rethinking not only the textbook, but also educational content delivery in general.\u003c/p>\n\u003cp>Other companies are developing games that are imagined to be played all semester long. These are often multiplayer games that classes play together. For example, \u003ca href=\"http://muzzylane.com/project/mh_practice\">Muzzy Lane\u003c/a> has developed a series of games that provide an immersive experience for students. There is one, in particular, called \u003ca href=\"http://www.mhpractice.com/products/GinA\" target=\"_blank\">\u003ci>Government In Action \u003c/i>\u003c/a>that’s designed to allow students to “role play a member of Congress as a way of exploring American Government.”\u003c/p>\n\u003cp>Students sponsor bills, trade in influence, awareness, and approval. The game simulates meeting with lobbyists, donors, and volunteers. The object is to get reelected to office. It is a strategy game that requires students to become familiar with the mechanics and processes of U.S. government.\u003c/p>\n\u003cp>When a role-playing game like this supplements typical classroom content, students see how their new knowledge manifests as better in-game performance. They learn how the government of the United States works through the experience of digital simulation rather than through memorizing textbook blurbs and taking quizzes. The knowledge is contextualized and the motivation is intrinsic.\u003c/p>\n\u003cp>For middle school students, there are games like \u003ca href=\"http://playhistoria.com/about/\">\u003ci>Historia\u003c/i>\u003c/a>\u003ci>. \u003c/i>This game started as a paper-based role playing game in which students “work in teams to lead fictional civilizations that compete alongside (and sometimes against) the great empires of the past.” Now it's being developed into a tablet, or PC based game that uses new ed-tech. One of the great things about \u003ci>Historia \u003c/i>is that, like a textbook, it forms the skeleton of a full curriculum. However, it also requires traditional teaching and ordinary research skills. Students use the information from book-based learning, handouts, videos, and other academic materials as if it were a collection of \"power-ups\" meant to give them the strength they need to succeed in the game.\u003c/p>\n\u003cp>The thing about interactive electronic media is that it allows us to rethink the way we interact with information. The internet has already changed the way we think about media and now it is time to let it redefine the way we think about content in general. Academia was about participatory knowledge construction long before buzzwords like “crowd-sourced” entered our mainstream vernacular. But many of our academic conventions, like the textbook, have neglected to preserve the spirit of collaboration. Even worse, these methods of teaching have taught generations of young people that facts are fixed.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Video games are one method of interacting with content in context that can change students’ approach to knowledge. Games can help them to understand that all ideas are located in some dynamic stage of ongoing iteration. And games can help to teach our students the value of a cooperative (or multiplayer) construction of truth.\u003c/p>\n\n","blocks":[],"excerpt":"Curriculum designers are rethinking not only the textbook, but educational content delivery in general.","status":"publish","parent":0,"modified":1408145196,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1619},"headData":{"title":"Video Games and the Future of the Textbook | KQED","description":"Curriculum designers are rethinking not only the textbook, but educational content delivery in general.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Video Games and the Future of the Textbook","datePublished":"2014-08-15T14:00:13.000Z","dateModified":"2014-08-15T23:26:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37347 http://blogs.kqed.org/mindshift/?p=37347","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/15/video-games-and-the-future-of-the-textbook/","disqusTitle":"Video Games and the Future of the Textbook","path":"/mindshift/37347/video-games-and-the-future-of-the-textbook","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37352\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/the-raven.jpg\">\u003cimg class=\"size-full wp-image-37352\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/the-raven.jpg\" alt=\"Amplify's digital offering includes a dramatic reading of Edgar Allan Poe's \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amplify's digital offering includes a dramatic reading of Edgar Allen Poe's \"The Raven\" with animation.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 16 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">The textbook is a problem that consistently plagues classrooms. At best, textbooks are innocuous, offering simple summaries of a very broad subject area. At worst, they oversimplify things, providing less information than an encyclopedia article without enough nuance or context to make it meaningful.\u003c/p>\n\u003cp>One \u003ca href=\"http://www.jstor.org/discover/10.2307/40387551?uid=3739864&uid=2134&uid=2483481863&uid=2&uid=70&uid=3&uid=2483481853&uid=3739256&uid=60&sid=21104585359203\">study\u003c/a> showed that when students read textbooks, they tend to retain “absurd” details, but fail to “grasp the main point.” Susan M. Hubbuch writes, “The trouble with too many textbooks is that they are badly written” and “badly organized.” What’s more, they give students the wrong impression about knowledge. Typical subject areas -- physics, geography, algebra -- are all dynamic. “They are constantly being critiqued by members of the field, and all are open to change.” The traditional textbook approach, however, gives students the impression that knowledge is constructed of static ideas, facts, and definitions. [Watch \u003ca href=\"https://www.youtube.com/watch?v=vq_XBP3NrBo\" target=\"_blank\">this scene in Dead Poets Society \u003c/a>that perfectly captures this quandary.]\u003c/p>\n\u003cp>Teachers have always struggled with mediating the tension between the need for stable content and desire to support our students as they become creative and flexible thinking individuals. How can we keep things open-ended without doing a disservice to children? How do we encourage students to remain invested in learning ways of knowing that will always be questionable and uncertain? The very purpose of an education is to teach fluid critical thinking skills, to maintain analytical perspectives about the world, to teach people that problems can never be solved with certainty. But sometimes the way we teach contradicts our intentions. Sometimes we forget that \u003ci>what\u003c/i> we teach and \u003ci>how\u003c/i> we teach it will always be inseparable. And textbooks, unfortunately, seem to structure learning in a way that’s antithetical to our intended outcomes.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames.png\">\u003cimg class=\"alignright wp-image-35200 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/a>Just as we need to move away from a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/subverting-the-system-student-and-teacher-as-equals/\" target=\"_blank\">top-down model of teaching\u003c/a>, we also need to move away from the textbook. In an ideal world, all learning would happen through direct engagement with primary texts. But unfortunately, not everyone can be a historian, perusing through documents and artifacts to piece together an account of the past. Nor can everyone read Euclid and Pythagoras in the original Greek. Some summarizing, briefing, and encapsulating will always be necessary. But is the problematic textbook really the only way?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many ed-tech entrepreneurs are currently attempting to address this problem with games and electronic media. It's probably an oversimplification to say they're attempting to update the textbook because to understand precisely what they are trying to do, we need to step outside of our habitual way of thinking about school and learning.\u003c/p>\n\u003cp>Game-based learning and electronic media enable us to blur the boundaries that separate the delivery of content, drilling for practice, and assessment. And in an educational atmosphere where those boundaries dissolve, the textbook becomes obsolete. Certainly, there is still academic content, but that content suddenly becomes interactive. The texts can be more easily and immediately tied directly into a broad set of activities and projects. Video and other multimedia content can be integrated right into the text -- perhaps videos of teachers--enabling the kind of\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\"> flipped instruction\u003c/a> that is rapidly becoming popular.\u003c/p>\n\u003cp>One company that is really pushing a new approach is \u003ca href=\"http://www.amplify.com/\" target=\"_blank\">Amplify Learning\u003c/a>. They call their tablet-based platform a \"digital curriculum.\" In time for fall 2014, they released ELA programming for sixth, seventh, and eighth grade students that includes more than 300 books and \"academic lessons authored by world-class intellectuals.\" Amplify has always focused on the content, and in addition to comprehensive interactive reading and writing activities, they also include some pretty dramatic and animated readings of classic texts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/gdgPQZ8yyTE'\n title='//www.youtube.com/embed/gdgPQZ8yyTE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>At the time of release, Amplify CEO Joel Klein said, “This is not some old wine in a new bottle, like a digitized textbook with a few animations. We’ve brought together world-class instructional materials, rich multimedia and a powerful analytics engine that will transform the way teachers teach and students learn.”\u003c/p>\n\u003cp>What’s most intriguing is the way Amplify curriculum integrates games. They're designing a suite of tablet-based games that are not envisioned as part of the formal curriculum, but rather as opportunities for additional student directed playful learning.\u003c/p>\n\u003cp>One such game is meant to let students experience the process of \u003ca href=\"https://www.youtube.com/watch?v=HC5IP4flhes&list=UUboDxOGL7HIGSOBYcadIw4Q\" target=\"_blank\">metabolism\u003c/a> from the inside. It’s a fun game, where players need to manage their resources carefully in order to win. Students need to understand how each resource plays a part in the metabolic system. The game teaches basic biological literacy. Amplify is also making some other impressive biology, environmental science, math and literacy games.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"The goal of our games is to both help recapture lost learning time—both after school and during holidays—and engage kids in ELA, math and science in ways that weren't possible until now,\" Klein said in an interview. When I asked him if he thought electronic media would detract from more traditional forms of text-based learning he said, \"Our goal is to encourage more reading and more writing. I think that if we can help middle school children develop a love for reading books, the positive impacts of that will be felt across their entire educational career.\"\u003c/p>\n\u003cp>The game \u003ci>Lexica \u003c/i>is a great example of Amplify’s approach to games. \u003ci>Lexica\u003c/i> is a literacy game that Greg Toppo \u003ca href=\"http://www.usatoday.com/story/tech/gaming/2013/06/18/lexica-game-classic-books/2431337/\">covered beautifully in USA Today\u003c/a>. Toppo describes \u003ci>Lexica\u003c/i> as “a massive role-playing game for young teens that invites them to interact with characters from great novels and read the books outside of class if they want to get ahead in the game.\"\u003c/p>\n\u003cp>Players free classic book characters that have been trapped in an imaginary library by an evil empire. By reading the books, students learn what kinds of powers the characters can offer them. They are motivated to save the characters and to do so they need to read the books.\u003c/p>\n\u003cp>\u003cem>Lexica\u003c/em> is so comprehensive that the sheer scale of complexity overwhelms. There are even mini games that, like everything in \u003ci>Lexica\u003c/i>, require familiarity with the characters and plots of classic books.\u003c/p>\n\u003cp>Many teachers have concerns about Amplify’s corporate origins and connections to News Corp mogul Rupert Murdoch. Questions about private for-profit curriculum development and the conflation of media and education demand a lot of consideration. And Amplify is not the only company we should approach with caution. But for the purposes of this post, it is the quality and ingenuity of the curriculum that interests us, the way the company's curriculum designers are rethinking not only the textbook, but also educational content delivery in general.\u003c/p>\n\u003cp>Other companies are developing games that are imagined to be played all semester long. These are often multiplayer games that classes play together. For example, \u003ca href=\"http://muzzylane.com/project/mh_practice\">Muzzy Lane\u003c/a> has developed a series of games that provide an immersive experience for students. There is one, in particular, called \u003ca href=\"http://www.mhpractice.com/products/GinA\" target=\"_blank\">\u003ci>Government In Action \u003c/i>\u003c/a>that’s designed to allow students to “role play a member of Congress as a way of exploring American Government.”\u003c/p>\n\u003cp>Students sponsor bills, trade in influence, awareness, and approval. The game simulates meeting with lobbyists, donors, and volunteers. The object is to get reelected to office. It is a strategy game that requires students to become familiar with the mechanics and processes of U.S. government.\u003c/p>\n\u003cp>When a role-playing game like this supplements typical classroom content, students see how their new knowledge manifests as better in-game performance. They learn how the government of the United States works through the experience of digital simulation rather than through memorizing textbook blurbs and taking quizzes. The knowledge is contextualized and the motivation is intrinsic.\u003c/p>\n\u003cp>For middle school students, there are games like \u003ca href=\"http://playhistoria.com/about/\">\u003ci>Historia\u003c/i>\u003c/a>\u003ci>. \u003c/i>This game started as a paper-based role playing game in which students “work in teams to lead fictional civilizations that compete alongside (and sometimes against) the great empires of the past.” Now it's being developed into a tablet, or PC based game that uses new ed-tech. One of the great things about \u003ci>Historia \u003c/i>is that, like a textbook, it forms the skeleton of a full curriculum. However, it also requires traditional teaching and ordinary research skills. Students use the information from book-based learning, handouts, videos, and other academic materials as if it were a collection of \"power-ups\" meant to give them the strength they need to succeed in the game.\u003c/p>\n\u003cp>The thing about interactive electronic media is that it allows us to rethink the way we interact with information. The internet has already changed the way we think about media and now it is time to let it redefine the way we think about content in general. Academia was about participatory knowledge construction long before buzzwords like “crowd-sourced” entered our mainstream vernacular. But many of our academic conventions, like the textbook, have neglected to preserve the spirit of collaboration. Even worse, these methods of teaching have taught generations of young people that facts are fixed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Video games are one method of interacting with content in context that can change students’ approach to knowledge. Games can help them to understand that all ideas are located in some dynamic stage of ongoing iteration. And games can help to teach our students the value of a cooperative (or multiplayer) construction of truth.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37347/video-games-and-the-future-of-the-textbook","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_195"],"tags":["mindshift_1010","mindshift_33","mindshift_1040","mindshift_20902","mindshift_20655","mindshift_114"],"featImg":"mindshift_37352","label":"mindshift_20669"},"mindshift_37267":{"type":"posts","id":"mindshift_37267","meta":{"index":"posts_1591205157","site":"mindshift","id":"37267","score":null,"sort":[1407506415000]},"guestAuthors":[],"slug":"screen-time-games-learning-thats-valuable-for-young-kids","title":"Screen Time That's Valuable For Young Kids","publishDate":1407506415,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37270\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262.jpg\" alt=\"Laurie Sullivan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Laurie Sullivan\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 15 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most people agree that implementing game-based learning makes sense for older students, but what about really young kids? Do screens have a place in early childhood education? How young is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">too young for screen time\u003c/a>? If you have small children, you know that this is a hot topic among new parents. Some moms and dads believe that screen time will ruin their children. Others see tablets as an exceptional parenting gadget, a tool that can teach, distract, and educate.\u003c/p>\n\u003cp>The American Academy Of Pediatrics (AAP) \u003ca href=\"http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pages/Media-and-Children.aspx\">recommends\u003c/a> that children younger than two years old have no screen time at all. Infants probably get more than enough screen time already, just being pushed in a stroller through the electronics aisle at Target or peaking over their parents’ shoulders. For older kids, AAP suggests one to two hours per day of electronic media. In addition, the AAP encourages parents to “establish ‘screen-free’ zones at home by making sure there are no televisions, computers or video games in children's bedrooms, and by turning off the TV during dinner.”\u003c/p>\n\u003cp>But reducing the issue to an on/off switch oversimplifies things. When we understand the question of electronic media in such a polarized way, we are caught in the same way of thinking that can make screen time problematic. Tablets become like junk food, imagined as a temptation that children gravitate to but need to be protected from. On the contrary, it is only when electronic media is used to occupy children -- like a babysitter that provides parents or teachers with an hour or two of peace and quiet -- that justifying its use becomes more complicated.\u003c/p>\n\u003cp>Videos can often carry the same baggage. We sometimes think that the motivation for showing the class a movie is that the teacher’s too busy to properly plan for the day. Or maybe when the teacher needs an extra hour for grading and preparation, a documentary can keep the students occupied. Of course, this is not always the case. There are certainly good pedagogical reasons to use video content in class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Likewise, there are good pedagogical reasons to use video games and other electronic media in early childhood education. It is not about employing ed-tech for its own sake -- as if gadgets automatically make things more innovative or somehow better -- but rather about using tools that engage students toward specific learning objectives. Simply avoiding apps because of some nostalgia for a bygone era may cause educators to miss valuable early academic opportunities. The real question is not whether or not technology belongs in early childhood education, but rather, how can we leverage the efficiency of digital tools to best serve young learners.\u003c/p>\n\u003cp>It needs to happen carefully. Although the iOS and Android app stores are both full of content labeled as educational, it is not all good content. Let us look specifically at early literacy. Many apps drill and practice letter recognition and sounds, but few are grounded in good pedagogical practices. \u003ca href=\"http://www.slate.com/authors.lisa_guernsey.html\">Lisa Guernsey\u003c/a> and \u003ca href=\"http://www.slate.com/authors.michael_levine.html\">Michael Levine\u003c/a> \u003ca href=\"http://www.slate.com/blogs/future_tense/2012/12/13/kids_apps_and_ebooks_can_t_teach_them_to_read_without_parent_and_teacher.html\">wrote in Slate:\u003c/a> “Most of the top-selling reading apps appear to teach only the most basic of literacy skills. They lean toward easy-to-teach tasks, such as identifying the ABCs, but don’t address higher-level competencies that young children also need to become strong readers, such as developing vocabulary and understanding words in a narrative.” Just adding the alphabet to popular games like \u003ci>Angry Birds\u003c/i> or \u003ci>Temple Run\u003c/i> might make parents more willing to whip out their credit cards, but it won’t necessarily teach their children how to read. Good early childhood literacy options tend to blur the distinction between \"game\" and \"app,\" often looking more like apps than like traditional video games.\u003c/p>\n\u003cp>\u003ci>Seeding Reading: Investing in Children’s Literacy in a Digital Age \u003c/i>is a \u003ca href=\"http://www.joanganzcooneycenter.org/2014/06/23/introducing-seeding-reading-investing-in-childrens-literacy-in-a-digital-age/\">new series\u003c/a> from \u003ca href=\"http://www.newamerica.org/\">New America\u003c/a>’s \u003ca href=\"http://education.newamerica.net/dashboard/\">Education Policy Program\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>at Sesame Workshop. The series (which has only just begun) looks at “early education and parenting initiatives that are harnessing new technologies.” It will also scrutinize “the marketplace of digital ‘reading’ products.” And bring information and analysis about “research that may illuminate how communications technologies and digital media are affecting the learning of reading, the act of reading, and the reading brain, in both good ways and bad.” This will become a valuable resource for early childhood educators that want to explore using games and apps in their classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"SOnSuylJQtxvNmP7s3kgdbYIlNYYATwg\"]\u003c/p>\n\u003cp>In the meantime, there are already some great apps out there. \u003ca href=\"https://learnwithhomer.com/\">Learn With Homer\u003c/a>, for example, is an iPad app created by Stephanie Dua, a well-known education reformer. It provides a comprehensive contextualized literacy curriculum. “I know there’s a lot of great research on how to teach children to read,” says Dua. “But when my own daughter wanted to learn, I couldn’t find any suitable materials for parents. That’s when \u003ca href=\"http://www.youtube.com/watch?v=pt1ddPqafnU&feature=share&list=UUc22ePreVTXl7k29goQj1SQ\">\u003ci>Learn with Homer\u003c/i>\u003c/a> was born. It brings the best early learning techniques together in one app.”\u003c/p>\n\u003cp>Learn With Homer does some of the same things a good kindergarten or pre-school teacher would. It is interdisciplinary in that it “combines learning to read with learning to understand the world.” What does that mean? Kids are not only learning what the letter “A” sounds like and that “alligator” starts with “A,” but also taking virtual “field trips” to the zoo, where they learn about alligators. They also draw pictures, record their own voice discussing the subject matter, listen to stories, and play mini games that emphasize the letters, sounds, and ideas.\u003c/p>\n\u003cp>In addition, there are less comprehensive options: apps and games that can supplement the great non-digital learning that’s already happening in early childhood education. For example, \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/08/06/your-five-year-old-can-learn-to-code-with-an-ipad-app/\">ScratchJr\u003c/a> is an iPad app from MIT’s Media Lab that lets 5-7 year-olds create games and stories using a simple drag and drop interface that is designed to provide the foundation for learning computer coding. Most of us consider coding to be part of computer science, but it is also a form of expression. It reminds us that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/\">the distinction between STEM and ELA\u003c/a> is an arbitrary and often superficial one. Mitchel Resnick, head of MIT Media Labs Lifelong Kindergarten Research Group and one of the creators of Scratch and ScratchJr, \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/08/06/your-five-year-old-can-learn-to-code-with-an-ipad-app/\" target=\"_blank\">says\u003c/a>, “When people learn to write, they can share their ideas with the rest of the world. So too with coding.” Good kindergarten teachers understand that for young students, literacy is as much about creating a love of formal self-expression and articulation as it is about learning to write letters on lined paper. Both are necessary.\u003c/p>\n\u003cp>\u003ca href=\"http://kindoma.com/\">Kindoma \u003c/a>is another interesting app. It combines video conferencing, screen sharing, and reading into a single app. It was design with grandparents or traveling parents in mind. The idea was that you do not need to be right next to the child in order to both enjoy reading together. But there could also be many great classroom applications for this app. Imagine a fantastic twist on penpals. Kindergarten teachers could partner with other classrooms in other parts of the city, other states, even on opposite sides of the country. Students could have online reading buddies through Kindoma. Creative teachers will imagine tons of innovative ways to use this platform.\u003c/p>\n\u003cp>There are plenty of games aimed at younger kids that can be part of a balanced approach to technology in early childhood education. Check out games by \u003ca href=\"http://tocaboca.com/games/\">Toca Boca\u003c/a>, \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>, or \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a>. Imagine ways to let these games supplement and enhance your well-worn curriculum.\u003c/p>\n\u003cp>It's especially important in a digitally connected world where everything is always on that we start teaching children the importance of text, language, and expression as early as possible. With so many options for stimulation and entertainment, it is all too easy to imagine a generation of children that grow up believing that YouTube videos replace books. One is not an alternative to the other; they are two different types of communication.\u003c/p>\n\u003cp>Using games and apps not only offers engaging opportunities for young students to acquire important academic skills, it also teaches those students to associate screens with refined cognitive skills. It reinforces the idea that screens are more than just distraction machines. Early education should provide a foundation for critical thinking, including thinking critically about technology and digital media.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Most people agree that implementing game-based learning makes sense for older students, but what about really young kids?","status":"publish","parent":0,"modified":1430847636,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1479},"headData":{"title":"Screen Time That's Valuable For Young Kids | KQED","description":"Most people agree that implementing game-based learning makes sense for older students, but what about really young kids?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Screen Time That's Valuable For Young Kids","datePublished":"2014-08-08T14:00:15.000Z","dateModified":"2015-05-05T17:40:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37267 http://blogs.kqed.org/mindshift/?p=37267","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/08/screen-time-games-learning-thats-valuable-for-young-kids/","disqusTitle":"Screen Time That's Valuable For Young Kids","path":"/mindshift/37267/screen-time-games-learning-thats-valuable-for-young-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37270\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262.jpg\" alt=\"Laurie Sullivan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/6813669931_fb9abae43f_z-e1407474609262-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Laurie Sullivan\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 15 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most people agree that implementing game-based learning makes sense for older students, but what about really young kids? Do screens have a place in early childhood education? How young is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">too young for screen time\u003c/a>? If you have small children, you know that this is a hot topic among new parents. Some moms and dads believe that screen time will ruin their children. Others see tablets as an exceptional parenting gadget, a tool that can teach, distract, and educate.\u003c/p>\n\u003cp>The American Academy Of Pediatrics (AAP) \u003ca href=\"http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pages/Media-and-Children.aspx\">recommends\u003c/a> that children younger than two years old have no screen time at all. Infants probably get more than enough screen time already, just being pushed in a stroller through the electronics aisle at Target or peaking over their parents’ shoulders. For older kids, AAP suggests one to two hours per day of electronic media. In addition, the AAP encourages parents to “establish ‘screen-free’ zones at home by making sure there are no televisions, computers or video games in children's bedrooms, and by turning off the TV during dinner.”\u003c/p>\n\u003cp>But reducing the issue to an on/off switch oversimplifies things. When we understand the question of electronic media in such a polarized way, we are caught in the same way of thinking that can make screen time problematic. Tablets become like junk food, imagined as a temptation that children gravitate to but need to be protected from. On the contrary, it is only when electronic media is used to occupy children -- like a babysitter that provides parents or teachers with an hour or two of peace and quiet -- that justifying its use becomes more complicated.\u003c/p>\n\u003cp>Videos can often carry the same baggage. We sometimes think that the motivation for showing the class a movie is that the teacher’s too busy to properly plan for the day. Or maybe when the teacher needs an extra hour for grading and preparation, a documentary can keep the students occupied. Of course, this is not always the case. There are certainly good pedagogical reasons to use video content in class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Likewise, there are good pedagogical reasons to use video games and other electronic media in early childhood education. It is not about employing ed-tech for its own sake -- as if gadgets automatically make things more innovative or somehow better -- but rather about using tools that engage students toward specific learning objectives. Simply avoiding apps because of some nostalgia for a bygone era may cause educators to miss valuable early academic opportunities. The real question is not whether or not technology belongs in early childhood education, but rather, how can we leverage the efficiency of digital tools to best serve young learners.\u003c/p>\n\u003cp>It needs to happen carefully. Although the iOS and Android app stores are both full of content labeled as educational, it is not all good content. Let us look specifically at early literacy. Many apps drill and practice letter recognition and sounds, but few are grounded in good pedagogical practices. \u003ca href=\"http://www.slate.com/authors.lisa_guernsey.html\">Lisa Guernsey\u003c/a> and \u003ca href=\"http://www.slate.com/authors.michael_levine.html\">Michael Levine\u003c/a> \u003ca href=\"http://www.slate.com/blogs/future_tense/2012/12/13/kids_apps_and_ebooks_can_t_teach_them_to_read_without_parent_and_teacher.html\">wrote in Slate:\u003c/a> “Most of the top-selling reading apps appear to teach only the most basic of literacy skills. They lean toward easy-to-teach tasks, such as identifying the ABCs, but don’t address higher-level competencies that young children also need to become strong readers, such as developing vocabulary and understanding words in a narrative.” Just adding the alphabet to popular games like \u003ci>Angry Birds\u003c/i> or \u003ci>Temple Run\u003c/i> might make parents more willing to whip out their credit cards, but it won’t necessarily teach their children how to read. Good early childhood literacy options tend to blur the distinction between \"game\" and \"app,\" often looking more like apps than like traditional video games.\u003c/p>\n\u003cp>\u003ci>Seeding Reading: Investing in Children’s Literacy in a Digital Age \u003c/i>is a \u003ca href=\"http://www.joanganzcooneycenter.org/2014/06/23/introducing-seeding-reading-investing-in-childrens-literacy-in-a-digital-age/\">new series\u003c/a> from \u003ca href=\"http://www.newamerica.org/\">New America\u003c/a>’s \u003ca href=\"http://education.newamerica.net/dashboard/\">Education Policy Program\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>at Sesame Workshop. The series (which has only just begun) looks at “early education and parenting initiatives that are harnessing new technologies.” It will also scrutinize “the marketplace of digital ‘reading’ products.” And bring information and analysis about “research that may illuminate how communications technologies and digital media are affecting the learning of reading, the act of reading, and the reading brain, in both good ways and bad.” This will become a valuable resource for early childhood educators that want to explore using games and apps in their classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In the meantime, there are already some great apps out there. \u003ca href=\"https://learnwithhomer.com/\">Learn With Homer\u003c/a>, for example, is an iPad app created by Stephanie Dua, a well-known education reformer. It provides a comprehensive contextualized literacy curriculum. “I know there’s a lot of great research on how to teach children to read,” says Dua. “But when my own daughter wanted to learn, I couldn’t find any suitable materials for parents. That’s when \u003ca href=\"http://www.youtube.com/watch?v=pt1ddPqafnU&feature=share&list=UUc22ePreVTXl7k29goQj1SQ\">\u003ci>Learn with Homer\u003c/i>\u003c/a> was born. It brings the best early learning techniques together in one app.”\u003c/p>\n\u003cp>Learn With Homer does some of the same things a good kindergarten or pre-school teacher would. It is interdisciplinary in that it “combines learning to read with learning to understand the world.” What does that mean? Kids are not only learning what the letter “A” sounds like and that “alligator” starts with “A,” but also taking virtual “field trips” to the zoo, where they learn about alligators. They also draw pictures, record their own voice discussing the subject matter, listen to stories, and play mini games that emphasize the letters, sounds, and ideas.\u003c/p>\n\u003cp>In addition, there are less comprehensive options: apps and games that can supplement the great non-digital learning that’s already happening in early childhood education. For example, \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/08/06/your-five-year-old-can-learn-to-code-with-an-ipad-app/\">ScratchJr\u003c/a> is an iPad app from MIT’s Media Lab that lets 5-7 year-olds create games and stories using a simple drag and drop interface that is designed to provide the foundation for learning computer coding. Most of us consider coding to be part of computer science, but it is also a form of expression. It reminds us that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/\">the distinction between STEM and ELA\u003c/a> is an arbitrary and often superficial one. Mitchel Resnick, head of MIT Media Labs Lifelong Kindergarten Research Group and one of the creators of Scratch and ScratchJr, \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/08/06/your-five-year-old-can-learn-to-code-with-an-ipad-app/\" target=\"_blank\">says\u003c/a>, “When people learn to write, they can share their ideas with the rest of the world. So too with coding.” Good kindergarten teachers understand that for young students, literacy is as much about creating a love of formal self-expression and articulation as it is about learning to write letters on lined paper. Both are necessary.\u003c/p>\n\u003cp>\u003ca href=\"http://kindoma.com/\">Kindoma \u003c/a>is another interesting app. It combines video conferencing, screen sharing, and reading into a single app. It was design with grandparents or traveling parents in mind. The idea was that you do not need to be right next to the child in order to both enjoy reading together. But there could also be many great classroom applications for this app. Imagine a fantastic twist on penpals. Kindergarten teachers could partner with other classrooms in other parts of the city, other states, even on opposite sides of the country. Students could have online reading buddies through Kindoma. Creative teachers will imagine tons of innovative ways to use this platform.\u003c/p>\n\u003cp>There are plenty of games aimed at younger kids that can be part of a balanced approach to technology in early childhood education. Check out games by \u003ca href=\"http://tocaboca.com/games/\">Toca Boca\u003c/a>, \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>, or \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a>. Imagine ways to let these games supplement and enhance your well-worn curriculum.\u003c/p>\n\u003cp>It's especially important in a digitally connected world where everything is always on that we start teaching children the importance of text, language, and expression as early as possible. With so many options for stimulation and entertainment, it is all too easy to imagine a generation of children that grow up believing that YouTube videos replace books. One is not an alternative to the other; they are two different types of communication.\u003c/p>\n\u003cp>Using games and apps not only offers engaging opportunities for young students to acquire important academic skills, it also teaches those students to associate screens with refined cognitive skills. It reinforces the idea that screens are more than just distraction machines. Early education should provide a foundation for critical thinking, including thinking critically about technology and digital media.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37267/screen-time-games-learning-thats-valuable-for-young-kids","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_195"],"tags":["mindshift_20720","mindshift_1040","mindshift_20902","mindshift_20655"],"featImg":"mindshift_37270","label":"mindshift_20669"},"mindshift_37048":{"type":"posts","id":"mindshift_37048","meta":{"index":"posts_1591205157","site":"mindshift","id":"37048","score":null,"sort":[1406909629000]},"guestAuthors":[],"slug":"in-the-bustling-interactive-classroom-a-place-for-digital-games","title":"In the Bustling, Interactive Classroom, A Place for Digital Games ","publishDate":1406909629,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37059\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/RS7421_5958586280_bf751bbddb_b-scr-e1406917583442.jpg\" alt=\"NASA\" width=\"640\" height=\"360\" class=\"size-full wp-image-37059\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/RS7421_5958586280_bf751bbddb_b-scr-e1406917583442.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/RS7421_5958586280_bf751bbddb_b-scr-e1406917583442-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/RS7421_5958586280_bf751bbddb_b-scr-e1406917583442-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">NASA\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 14 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">If there’s one thing we know for sure, it's that today’s technologies will one day be obsolete -- we shouldn’t be too enamored with any particular educational tool. Teachers will always play the most important role in the classroom.\u003c/p>\n\u003cp>Although ed-tech has a lot to offer, even the most interactive, adaptive software cannot provide the social and emotional benefits that a good teacher can. Early psychoanalytic research already made it clear at the beginning of the 20th century: the relationship between developing children and adult figures is important. Good teachers (especially in the younger grades) understand that they are responsible not only for transmitting new ideas and information, but also for creating a collaborative classroom structure that models, reinforces, and encourages positive social behaviors.\u003c/p>\n\u003cp>Teaching and learning are not simply about academic content and retention. Don’t imagine game-based learning as an innovative content distribution system. Instead, imagine it as a way to move out of a high-stakes testing mentality and away from a top-down pedagogy. Because they present \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">content in context\u003c/a>, video games encourage students to understand knowledge \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/07/31/our-schools-are-un-american-video-games-can-fix-that/\" target=\"_blank\">not as data to be downloaded into a biological hard drive\u003c/a>, but rather as the collective wisdom that enables one thing to interact with another in meaningful ways.\u003c/p>\n\u003cp>Of course, such a lofty goal cannot be accomplished with video games alone. It will also require that teachers work directly with students. It requires that teachers move away from standardization and meet each student as a unique individual. The best learning happens when we abandon the “sage on the stage” classroom model and leave behind our reliance on set curricula. When education becomes rigidly homogenized, the change in student body from year to year, or semester to semester, is tantamount to kids taking turns playing an algorithmically predetermined arcade game.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Although many people worry that game-based learning will lead to an increasingly standardized pedagogy, the best implementations do the exact opposite. They make differentiated instruction easier and more efficient. Teachers can use games as a supplement that enables increased one-on-one learning between teacher and student.\u003c/p>\n\u003cp>I visited one kindergarten classroom where \u003ca href=\"http://www.mindresearch.net/programs/\">ST Math\u003c/a> was part of the curriculum. The kids called it Jiji math because of the adorable animated penguin. Jiji the penguin is not only the ST Math mascot, but also a critical part of the program’s pedagogy. Created by the MIND Research Institute, ST (spatial temporal) Math offers a playful game-based program that teaches mathematical concepts without using words.\u003c/p>\n\u003cp>ST Math has all the bells and whistles of cutting-edge software but it is not revolutionary. That is, despite being digital, it remains grounded in three classic principles of good teaching: interactivity, informative feedback, and intrinsic motivation. I spoke to the company’s founder, Dr. Matthew Peterson, to understand how these three principles work in practice.\u003c/p>\n\u003cp>\u003cb>1. Interactivity.\u003c/b> Learning needs to be a dialogue. The child needs to come before the curriculum. At the same time, learning needs to be interactive because, as Dr. Peterson explains, “they need to own their own solutions.\" That's why multiple choice doesn’t work; it puts assessment before learning. If the student doesn’t generate his or her own answers, the quality of retention is severely debilitated.\u003c/p>\n\u003cp>\u003cb>2. Informative feedback. \u003c/b>Obviously video games and computer software offer substantially more opportunities for interactivity than the old fashioned textbook, or even the supplemental workbooks. But the majority of educational games are simply electronic tests with animated gold stars and smiley faces.They lack informative feedback, which is different from simple rewards because it is \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2012/11/23/mario-brothers-and-level-up-leadership-social-entrepreneurship-gamification-and-religion/\">transformational rather than transactional.\u003c/a> Unlike points and grades, which simply tell students whether they're right or wrong, informative feedback provides instant explanations about \u003cem>why\u003c/em> an answer is right or wrong. ST Math uses Jiji to provide informative feedback. When the answer is right the penguin can move across the screen; when it's wrong, he can’t.\u003c/p>\n\u003cp>\u003cb>3. Intrinsic motivation. \u003c/b>When informative feedback works, students are no longer motivated by transactional rewards. Instead, they are intrinsically motivated to solve the problems, not to pass the test. Dr. Peterson explains this using the example of the Rubik’s Cube. The classic puzzle toy has nothing to do with gold stars, nor smiley faces, nor coins. Instead, one twists the cube because of the pure intrinsic pleasure you get from seeing all the colors line up.\u003c/p>\n\u003cp>[contextly_sidebar id=\"mX90QMzi6UScXar9WH631KlCPqbTYGMO\"]\u003c/p>\n\u003cp>ST Math combines instruction, practice, and assessment so that they're always happening simultaneously, and it can be used even in classrooms with few computers. In the kindergarten classroom I visited, there were only four laptops. They were set up at a table near the “cozy corner.” This was just one station in a room full of math themed choices. There were manipulatives at another table. Worksheets and art supplies at others.\u003c/p>\n\u003cp>The students were lively. Some were following instructions with the manipulatives. Some were tracing numbers on worksheets. Some were drawing number-themed pictures. And some were playing “Jiji Math” at the table of laptop computers.\u003c/p>\n\u003cp>So how does the teacher incorporate the games into the curriculum? “Video games allow me to keep some students working on academic content while I give other students personal attention,” said Lisa Pack, the classroom teacher. She made her rounds, moving from one station to another, giving focused attention to each student that wasn’t working with Jiji. Then, after 15 or 20 minutes, she rotated some students off Jiji and moved others on. She immediately worked with the students who had been working with Jiji and then she continued to make rounds of the room. Sometimes she worked directly with groups of students, other times with individuals.\u003c/p>\n\u003cp>It was clear that she knew exactly what each student needed and was able to provide it in an individual way. ST Math was like a classroom assistant. It wasn’t doing the teaching, but rather reinforcing the concepts that had already been taught. The games were classroom management tools, providing engaging practice for some students while she worked with others. They enabled more personalized face-to-face instruction by making it more efficient.\u003c/p>\n\u003cp>In many of the classrooms I visit, digital games are being used in the same way. They're just one activity in a room full of diverse learning options. When thinking about game-based learning, we don’t always have to imagine the games at the center of the classroom. The games can belong on the margins, supplementing everyday teaching practices and providing the tools that enable differentiated instruction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers can use games as a supplement that enables increased one-on-one learning between teacher and student.","status":"publish","parent":0,"modified":1406928988,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1166},"headData":{"title":"In the Bustling, Interactive Classroom, A Place for Digital Games | KQED","description":"Teachers can use games as a supplement that enables increased one-on-one learning between teacher and student.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In the Bustling, Interactive Classroom, A Place for Digital Games ","datePublished":"2014-08-01T16:13:49.000Z","dateModified":"2014-08-01T21:36:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37048 http://blogs.kqed.org/mindshift/?p=37048","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/01/in-the-bustling-interactive-classroom-a-place-for-digital-games/","disqusTitle":"In the Bustling, Interactive Classroom, A Place for Digital Games ","path":"/mindshift/37048/in-the-bustling-interactive-classroom-a-place-for-digital-games","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37059\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/RS7421_5958586280_bf751bbddb_b-scr-e1406917583442.jpg\" alt=\"NASA\" width=\"640\" height=\"360\" class=\"size-full wp-image-37059\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/RS7421_5958586280_bf751bbddb_b-scr-e1406917583442.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/RS7421_5958586280_bf751bbddb_b-scr-e1406917583442-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/RS7421_5958586280_bf751bbddb_b-scr-e1406917583442-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">NASA\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 14 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">If there’s one thing we know for sure, it's that today’s technologies will one day be obsolete -- we shouldn’t be too enamored with any particular educational tool. Teachers will always play the most important role in the classroom.\u003c/p>\n\u003cp>Although ed-tech has a lot to offer, even the most interactive, adaptive software cannot provide the social and emotional benefits that a good teacher can. Early psychoanalytic research already made it clear at the beginning of the 20th century: the relationship between developing children and adult figures is important. Good teachers (especially in the younger grades) understand that they are responsible not only for transmitting new ideas and information, but also for creating a collaborative classroom structure that models, reinforces, and encourages positive social behaviors.\u003c/p>\n\u003cp>Teaching and learning are not simply about academic content and retention. Don’t imagine game-based learning as an innovative content distribution system. Instead, imagine it as a way to move out of a high-stakes testing mentality and away from a top-down pedagogy. Because they present \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">content in context\u003c/a>, video games encourage students to understand knowledge \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/07/31/our-schools-are-un-american-video-games-can-fix-that/\" target=\"_blank\">not as data to be downloaded into a biological hard drive\u003c/a>, but rather as the collective wisdom that enables one thing to interact with another in meaningful ways.\u003c/p>\n\u003cp>Of course, such a lofty goal cannot be accomplished with video games alone. It will also require that teachers work directly with students. It requires that teachers move away from standardization and meet each student as a unique individual. The best learning happens when we abandon the “sage on the stage” classroom model and leave behind our reliance on set curricula. When education becomes rigidly homogenized, the change in student body from year to year, or semester to semester, is tantamount to kids taking turns playing an algorithmically predetermined arcade game.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Although many people worry that game-based learning will lead to an increasingly standardized pedagogy, the best implementations do the exact opposite. They make differentiated instruction easier and more efficient. Teachers can use games as a supplement that enables increased one-on-one learning between teacher and student.\u003c/p>\n\u003cp>I visited one kindergarten classroom where \u003ca href=\"http://www.mindresearch.net/programs/\">ST Math\u003c/a> was part of the curriculum. The kids called it Jiji math because of the adorable animated penguin. Jiji the penguin is not only the ST Math mascot, but also a critical part of the program’s pedagogy. Created by the MIND Research Institute, ST (spatial temporal) Math offers a playful game-based program that teaches mathematical concepts without using words.\u003c/p>\n\u003cp>ST Math has all the bells and whistles of cutting-edge software but it is not revolutionary. That is, despite being digital, it remains grounded in three classic principles of good teaching: interactivity, informative feedback, and intrinsic motivation. I spoke to the company’s founder, Dr. Matthew Peterson, to understand how these three principles work in practice.\u003c/p>\n\u003cp>\u003cb>1. Interactivity.\u003c/b> Learning needs to be a dialogue. The child needs to come before the curriculum. At the same time, learning needs to be interactive because, as Dr. Peterson explains, “they need to own their own solutions.\" That's why multiple choice doesn’t work; it puts assessment before learning. If the student doesn’t generate his or her own answers, the quality of retention is severely debilitated.\u003c/p>\n\u003cp>\u003cb>2. Informative feedback. \u003c/b>Obviously video games and computer software offer substantially more opportunities for interactivity than the old fashioned textbook, or even the supplemental workbooks. But the majority of educational games are simply electronic tests with animated gold stars and smiley faces.They lack informative feedback, which is different from simple rewards because it is \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2012/11/23/mario-brothers-and-level-up-leadership-social-entrepreneurship-gamification-and-religion/\">transformational rather than transactional.\u003c/a> Unlike points and grades, which simply tell students whether they're right or wrong, informative feedback provides instant explanations about \u003cem>why\u003c/em> an answer is right or wrong. ST Math uses Jiji to provide informative feedback. When the answer is right the penguin can move across the screen; when it's wrong, he can’t.\u003c/p>\n\u003cp>\u003cb>3. Intrinsic motivation. \u003c/b>When informative feedback works, students are no longer motivated by transactional rewards. Instead, they are intrinsically motivated to solve the problems, not to pass the test. Dr. Peterson explains this using the example of the Rubik’s Cube. The classic puzzle toy has nothing to do with gold stars, nor smiley faces, nor coins. Instead, one twists the cube because of the pure intrinsic pleasure you get from seeing all the colors line up.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>ST Math combines instruction, practice, and assessment so that they're always happening simultaneously, and it can be used even in classrooms with few computers. In the kindergarten classroom I visited, there were only four laptops. They were set up at a table near the “cozy corner.” This was just one station in a room full of math themed choices. There were manipulatives at another table. Worksheets and art supplies at others.\u003c/p>\n\u003cp>The students were lively. Some were following instructions with the manipulatives. Some were tracing numbers on worksheets. Some were drawing number-themed pictures. And some were playing “Jiji Math” at the table of laptop computers.\u003c/p>\n\u003cp>So how does the teacher incorporate the games into the curriculum? “Video games allow me to keep some students working on academic content while I give other students personal attention,” said Lisa Pack, the classroom teacher. She made her rounds, moving from one station to another, giving focused attention to each student that wasn’t working with Jiji. Then, after 15 or 20 minutes, she rotated some students off Jiji and moved others on. She immediately worked with the students who had been working with Jiji and then she continued to make rounds of the room. Sometimes she worked directly with groups of students, other times with individuals.\u003c/p>\n\u003cp>It was clear that she knew exactly what each student needed and was able to provide it in an individual way. ST Math was like a classroom assistant. It wasn’t doing the teaching, but rather reinforcing the concepts that had already been taught. The games were classroom management tools, providing engaging practice for some students while she worked with others. They enabled more personalized face-to-face instruction by making it more efficient.\u003c/p>\n\u003cp>In many of the classrooms I visit, digital games are being used in the same way. They're just one activity in a room full of diverse learning options. When thinking about game-based learning, we don’t always have to imagine the games at the center of the classroom. The games can belong on the margins, supplementing everyday teaching practices and providing the tools that enable differentiated instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37048/in-the-bustling-interactive-classroom-a-place-for-digital-games","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20902","mindshift_20655","mindshift_20717"],"featImg":"mindshift_37059","label":"mindshift_20669"},"mindshift_36814":{"type":"posts","id":"mindshift_36814","meta":{"index":"posts_1591205157","site":"mindshift","id":"36814","score":null,"sort":[1406210409000]},"guestAuthors":[],"slug":"what-happens-when-school-design-looks-like-game-design","title":"What Happens When School Design Looks Like Game Design","publishDate":1406210409,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36821\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36821\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/j84a8474_0.jpg\" alt=\"Quest to Learn\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/j84a8474_0.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/j84a8474_0-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/j84a8474_0-320x214.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Quest to Learn\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 13 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">In education, it seems as if innovation and revolution play like the song of the Sirens in a culture of perpetual obsolescence. It seems as if we’ve got an unhealthy fetish for new-ness, indiscriminately choosing the convenient disposability of shrink-wrap over the sustainability of the well-worn.\u003c/p>\n\u003cp>Digital games can be amazing tools, but only when used to make it easier to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">contextualize the gifts\u003c/a> we’ve received from Shakespeare, Socrates, Euclid, and others. The thing about tools is that their strength is usually derived from the way they approach a problem rather than in the particularity of the solution they offer. For example, consider the hammer: a great technological innovation that our human ancestors imagined more than 2 million years ago. What made it revolutionary was not so much in the material from which it was assembled, nor the particular object it bashed. Instead, the hammer was revolutionary because it forever transformed human experience by introducing the possibility of striking, and therefore altering, our natural surroundings. It changed the way we look at things.\u003c/p>\n\u003cp>Still today, a great deal of our teaching is essentially grounded in teaching the perspective that early tools enabled. We want our students to know that humans have the capacity to shape their own world. We want them to provide them with the skills necessary to do so. We want to teach them how to utilize the ways of knowing that were made possible through the technological innovations that enabled, produced, and shaped the civilizations of the past and the present.\u003c/p>\n\u003cp>Our current civilization is built on information technologies. Smartphones, the internet, and video games are all simply hunks of machinery that become special because they introduce new interactive narrative structures. They introduce non-linear ways of thinking about the world and organizing information.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>When we look at a network, or a jumble of hyperlinks, or an interactive simulation like a video game, it immediately appears chaotic. This is because we are conditioned to make sense of it using the habitual linear narrative traditions that have defined “literacy” for a few thousand years. We try to identify beginnings, middles, and ends. But new narrative conventions require a different form of literacy: \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/games-can-advance-education-a-conversation-with-james-paul-gee/\">systems literacy\u003c/a>.\u003c/p>\n\u003cp>Systems literacy is playful and inter-subjective. It defines order according to the way things interact with one another. It privileges the quality of the relationship between nodes rather than trying to figure out what is first, last, and in-between (value judgments). Systems work more like a sandboxes than ambitious ladders to the top.\u003c/p>\n\u003cp>In the current world, our schools should be focused on teaching both linear and non-linear ways of knowing. We need to remember that the goal of technology is ultimately to help us mentor our youth so that they become familiar with the many ways of knowing that humanity has discovered. It's not just to develop proficiency with today’s tools while maintaining yesterday’s predominant thinking.\u003c/p>\n\u003cp>This shift is precisely what seems to be happening at the \u003ca href=\"http://q2l.org/\">Quest To Learn School\u003c/a>. Curriculum experts and game designers work together to reimagine what school might look like if it drew its inspiration from video games. The New York City public school employs a standards-based integrated curriculum that “mimics the action and design principles of games by generating a compelling ‘need to know’ in the classroom,” as they describe it. The goal: to intrinsically motivate kids toward mastery. Students seek out knowledge because they need to know it in order to complete a project based task.\u003c/p>\n\u003cp>Quest To Learn doesn’t set out to change the learning objectives, but rather the process through which they are achieved. Of course, process and product are indistinct. Transform the shape of the container and you simultaneously alter the the kind of content that can fit inside. Sometimes you don’t notice all the implications just by looking at the surface. Students at the Quest To Learn School “encounter a series of increasingly complex, narrative challenges, games or quests, where learning, knowledge sharing, feedback, reflection and next steps emerge as a natural function of play.”\u003c/p>\n\u003cp>\u003cstrong>GAMES IN PRACTICE\u003c/strong>\u003c/p>\n\u003cp>When I visited Quest To Learn, I saw a school that looked very similar to any other school, except every student seemed engaged, empowered, and motivated. It wasn’t what I expected from a place that most people describe as “the video game school.” There weren’t screens all over the place. No fingers pounding game controllers. I didn’t see tons of gadgets or gizmos. But I did see a curriculum that was designed to approach from a video game perspective. The organizational structure through which material was presented was game-like.\u003c/p>\n\u003cfigure id=\"attachment_36819\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36819\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/PANO_20140624_131530-640x233.jpg\" alt=\"Jordan Shapiro/MindShift\" width=\"640\" height=\"233\">\u003cfigcaption class=\"wp-caption-text\">Quest to Learn School: Jordan Shapiro/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp>“Failure is reframed as iteration” reads one poster that’s hanging by the elevators. Another explains how to break down complex ideas: “Systems are all around us -- games are playful systems.” Students are encouraged to analyze, interpret, and articulate using categories like space, components, rules, challenges, core mechanics, and goals. They apply this model, or other game-based systems-thinking models, to almost everything.\u003c/p>\n\u003cp>In one class, kids play \u003ca href=\"http://www.instituteofplay.org/work/projects/print-play-games-2/socratic-smackdown/\">Socratic Smackdown\u003c/a>. Eighth-grade English Language Arts Teacher/Designer Rebecca Grodner created the game to teach the building blocks of argumentation while simultaneously making a space where students practice and assess their peers’ conversational etiquette. Students might earn points for using supporting evidence or playing devil’s advocate. They lose points for interrupting or insulting other players. They’re intrinsically motivated to learn the components of rhetoric, to understand how they function within a discursive system, and to be able to use them in everyday contexts.\u003c/p>\n\u003cp>[contextly_sidebar id=\"43245470412e360d3a276e622d83cd20\"]\u003c/p>\n\u003cp>In another class, the students play Rock-onimoes, a geology-themed version of dominoes that asks players to make connections by using words like sedimentary and magma. Again, they need to understand the relationships between the geological concepts. Success is a product of their to ability use complex concepts in context, not to memorize and regurgitate.\u003c/p>\n\u003cp>Quest To Learn shows us what happens when the old “factory model” of organization is replaced with a systems-based game-like paradigm. They call it games, systems, or design. That’s code for understanding content in context -- and for seeing the interconnectedness between elements.\u003c/p>\n\u003cp>“We need to do a better job at giving children and young people opportunities to rise, which means developing systems that enable that rise -- that enable them to move across networks and to engage in really hard problems with relevant resources. Games are all about creating spaces of possibility, where players feel they can do anything,” \u003ca href=\"http://www.instituteofplay.org/wp-content/uploads/2011/02/QuestToLearn-DevelopingTheSchoolForDigitalKids.pdf\">writes Katie Salen\u003c/a>, who helped launch and design Quest To Learn while she was the founding executive director of the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>.\u003c/p>\n\u003cp>Systems are all about connections, networks, and the ways in which nodes relate to one another. This focus on connections might also be one of the building blocks of citizenry, humanity, and social community. Perhaps this is why one of Quest To Learn’s core values is “Collaboration Matters.” You can see it manifest among their students. They embody it. They know that “we need the support, ideas, and respect of others to truly succeed.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"At the Quest To Learn School, curriculum experts and game designers work together to reimagine what school might look like if it drew its inspiration from video games.","status":"publish","parent":0,"modified":1406144745,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1288},"headData":{"title":"What Happens When School Design Looks Like Game Design | KQED","description":"At the Quest To Learn School, curriculum experts and game designers work together to reimagine what school might look like if it drew its inspiration from video games.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Happens When School Design Looks Like Game Design","datePublished":"2014-07-24T14:00:09.000Z","dateModified":"2014-07-23T19:45:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36814 http://blogs.kqed.org/mindshift/?p=36814","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/24/what-happens-when-school-design-looks-like-game-design/","disqusTitle":"What Happens When School Design Looks Like Game Design","path":"/mindshift/36814/what-happens-when-school-design-looks-like-game-design","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36821\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36821\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/j84a8474_0.jpg\" alt=\"Quest to Learn\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/j84a8474_0.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/j84a8474_0-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/j84a8474_0-320x214.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Quest to Learn\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 13 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">In education, it seems as if innovation and revolution play like the song of the Sirens in a culture of perpetual obsolescence. It seems as if we’ve got an unhealthy fetish for new-ness, indiscriminately choosing the convenient disposability of shrink-wrap over the sustainability of the well-worn.\u003c/p>\n\u003cp>Digital games can be amazing tools, but only when used to make it easier to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">contextualize the gifts\u003c/a> we’ve received from Shakespeare, Socrates, Euclid, and others. The thing about tools is that their strength is usually derived from the way they approach a problem rather than in the particularity of the solution they offer. For example, consider the hammer: a great technological innovation that our human ancestors imagined more than 2 million years ago. What made it revolutionary was not so much in the material from which it was assembled, nor the particular object it bashed. Instead, the hammer was revolutionary because it forever transformed human experience by introducing the possibility of striking, and therefore altering, our natural surroundings. It changed the way we look at things.\u003c/p>\n\u003cp>Still today, a great deal of our teaching is essentially grounded in teaching the perspective that early tools enabled. We want our students to know that humans have the capacity to shape their own world. We want them to provide them with the skills necessary to do so. We want to teach them how to utilize the ways of knowing that were made possible through the technological innovations that enabled, produced, and shaped the civilizations of the past and the present.\u003c/p>\n\u003cp>Our current civilization is built on information technologies. Smartphones, the internet, and video games are all simply hunks of machinery that become special because they introduce new interactive narrative structures. They introduce non-linear ways of thinking about the world and organizing information.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>When we look at a network, or a jumble of hyperlinks, or an interactive simulation like a video game, it immediately appears chaotic. This is because we are conditioned to make sense of it using the habitual linear narrative traditions that have defined “literacy” for a few thousand years. We try to identify beginnings, middles, and ends. But new narrative conventions require a different form of literacy: \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/games-can-advance-education-a-conversation-with-james-paul-gee/\">systems literacy\u003c/a>.\u003c/p>\n\u003cp>Systems literacy is playful and inter-subjective. It defines order according to the way things interact with one another. It privileges the quality of the relationship between nodes rather than trying to figure out what is first, last, and in-between (value judgments). Systems work more like a sandboxes than ambitious ladders to the top.\u003c/p>\n\u003cp>In the current world, our schools should be focused on teaching both linear and non-linear ways of knowing. We need to remember that the goal of technology is ultimately to help us mentor our youth so that they become familiar with the many ways of knowing that humanity has discovered. It's not just to develop proficiency with today’s tools while maintaining yesterday’s predominant thinking.\u003c/p>\n\u003cp>This shift is precisely what seems to be happening at the \u003ca href=\"http://q2l.org/\">Quest To Learn School\u003c/a>. Curriculum experts and game designers work together to reimagine what school might look like if it drew its inspiration from video games. The New York City public school employs a standards-based integrated curriculum that “mimics the action and design principles of games by generating a compelling ‘need to know’ in the classroom,” as they describe it. The goal: to intrinsically motivate kids toward mastery. Students seek out knowledge because they need to know it in order to complete a project based task.\u003c/p>\n\u003cp>Quest To Learn doesn’t set out to change the learning objectives, but rather the process through which they are achieved. Of course, process and product are indistinct. Transform the shape of the container and you simultaneously alter the the kind of content that can fit inside. Sometimes you don’t notice all the implications just by looking at the surface. Students at the Quest To Learn School “encounter a series of increasingly complex, narrative challenges, games or quests, where learning, knowledge sharing, feedback, reflection and next steps emerge as a natural function of play.”\u003c/p>\n\u003cp>\u003cstrong>GAMES IN PRACTICE\u003c/strong>\u003c/p>\n\u003cp>When I visited Quest To Learn, I saw a school that looked very similar to any other school, except every student seemed engaged, empowered, and motivated. It wasn’t what I expected from a place that most people describe as “the video game school.” There weren’t screens all over the place. No fingers pounding game controllers. I didn’t see tons of gadgets or gizmos. But I did see a curriculum that was designed to approach from a video game perspective. The organizational structure through which material was presented was game-like.\u003c/p>\n\u003cfigure id=\"attachment_36819\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36819\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/PANO_20140624_131530-640x233.jpg\" alt=\"Jordan Shapiro/MindShift\" width=\"640\" height=\"233\">\u003cfigcaption class=\"wp-caption-text\">Quest to Learn School: Jordan Shapiro/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp>“Failure is reframed as iteration” reads one poster that’s hanging by the elevators. Another explains how to break down complex ideas: “Systems are all around us -- games are playful systems.” Students are encouraged to analyze, interpret, and articulate using categories like space, components, rules, challenges, core mechanics, and goals. They apply this model, or other game-based systems-thinking models, to almost everything.\u003c/p>\n\u003cp>In one class, kids play \u003ca href=\"http://www.instituteofplay.org/work/projects/print-play-games-2/socratic-smackdown/\">Socratic Smackdown\u003c/a>. Eighth-grade English Language Arts Teacher/Designer Rebecca Grodner created the game to teach the building blocks of argumentation while simultaneously making a space where students practice and assess their peers’ conversational etiquette. Students might earn points for using supporting evidence or playing devil’s advocate. They lose points for interrupting or insulting other players. They’re intrinsically motivated to learn the components of rhetoric, to understand how they function within a discursive system, and to be able to use them in everyday contexts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In another class, the students play Rock-onimoes, a geology-themed version of dominoes that asks players to make connections by using words like sedimentary and magma. Again, they need to understand the relationships between the geological concepts. Success is a product of their to ability use complex concepts in context, not to memorize and regurgitate.\u003c/p>\n\u003cp>Quest To Learn shows us what happens when the old “factory model” of organization is replaced with a systems-based game-like paradigm. They call it games, systems, or design. That’s code for understanding content in context -- and for seeing the interconnectedness between elements.\u003c/p>\n\u003cp>“We need to do a better job at giving children and young people opportunities to rise, which means developing systems that enable that rise -- that enable them to move across networks and to engage in really hard problems with relevant resources. Games are all about creating spaces of possibility, where players feel they can do anything,” \u003ca href=\"http://www.instituteofplay.org/wp-content/uploads/2011/02/QuestToLearn-DevelopingTheSchoolForDigitalKids.pdf\">writes Katie Salen\u003c/a>, who helped launch and design Quest To Learn while she was the founding executive director of the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>.\u003c/p>\n\u003cp>Systems are all about connections, networks, and the ways in which nodes relate to one another. This focus on connections might also be one of the building blocks of citizenry, humanity, and social community. Perhaps this is why one of Quest To Learn’s core values is “Collaboration Matters.” You can see it manifest among their students. They embody it. They know that “we need the support, ideas, and respect of others to truly succeed.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36814/what-happens-when-school-design-looks-like-game-design","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20902","mindshift_20655","mindshift_930"],"featImg":"mindshift_36821","label":"mindshift_20669"},"mindshift_35883":{"type":"posts","id":"mindshift_35883","meta":{"index":"posts_1591205157","site":"mindshift","id":"35883","score":null,"sort":[1405605647000]},"guestAuthors":[],"slug":"how-teachers-can-use-video-games-in-the-humanities-classroom","title":"How Teachers Can Use Video Games In The Humanities Classroom","publishDate":1405605647,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cp>\u003cem>Part 12 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">We often think about game-based learning as if video games can become robotic teachers. In the same way that software file systems have created more flexible and efficient file cabinets, we imagine that video games can make great instruction more scalable and accessible. In the same way that email, text messages, and social media have provided more efficient methods of communication, we imagine that digital analytic systems will streamline assessment. These things are true.\u003c/p>\n\u003cfigure id=\"attachment_36834\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36834\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085-300x168.jpg\" alt=\"Erin Scott\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp>While digital games will certainly never replace a great teacher, they are tools that can help teachers do their jobs more effectively. Just like a shovel works better than digging with only your hands, game-based teaching tools will enable teachers to reach students in ways we can only begin to imagine.\u003c/p>\n\u003cp>But let's approach video games in a different way. What if teachers used video games as texts? Let's think about how we might teach kids to think critically about the underlying messages in commercial games and how we might leverage video games for their ability to engage students and provoke conversation.\u003c/p>\n\u003cp>At the moment, there's far too little critical examination of video games happening in school. We take it for granted that we should teach our students how to read books interpretively, how to analyze movies, and how to read the newspaper critically. But all too often we overlook video games as a meaningless triviality.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the contrary, video games may be indicative of a shift in the way we construct narrative. A good argument could even be made that video games are the new mythology, a kind of non-linear interactive storytelling that shapes the conscious attitudes of today’s youth. Video games might even represent the modern examples of storytelling that will eventually become the classics of literature in hyper-connected centuries to come. After all, nobody could’ve imagined that the novel would be so important to the future of schooling when they read Miguel de Cervantes’ \u003cem>Don Quixote\u003c/em> in 1605.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>If video games are shaping the conscious attitudes of an entire generation, we need to start asking difficult questions about the kinds of stories we want to tell. These video games are shaping the next generation. These video games are teaching our students how to think about the world, how to make meaning. And we’re letting it happen by accident. That’s crazy. We need help from Humanities teachers.\u003c/p>\n\u003cp>How can we be more cognizant of the implicit messaging in video games? In my book, \u003cem>FREEPLAY\u003c/em>, I try to model a practice and a method of analyzing the underlying psychology of video game narrative. But we need more people to jump on that bandwagon. We need more video game studies departments that are not about game development and computer programming, but rather about critical thinking. Not video game classes that analyze game design and mechanics -- video game classes that are about analyzing the literature of gaming. We have film studies, now it's time for video game studies.\u003c/p>\n\u003cp>You can start by adding a game to your curriculum. In my undergraduate college classroom, I sometimes require all of my students to play a popular game in the weeks immediately following a unit on Freud. I challenge them to analyze the game like a dream. I ask them to identify the latent content. We identify gender biases, the subtle differences between games aimed at boys and games aimed at girls. What skills are these games teaching? What conceptions of reality are they privileging?\u003c/p>\n\u003cp>There are also many games that are intentionally created to provoke thought. Some games are designed so that they force us to ask questions. One good example is a game called \u003ca href=\"http://dukope.com/play.php?g=trt\" target=\"_blank\">\u003ci>Republia Times\u003c/i>\u003c/a>. In the game, you are editor-in-chief of the newspaper in “the free nation of Republia.” Your job is to use your influence to sway public opinion. How much space on the front page do you give to each article? Which items coming over the wire do you ignore? What and how do you deem things newsworthy? You must make quick decisions as stories come into the newsroom. How do the stories impact the readers’ loyalty to the government? You earn points by increasing readership and manufacturing more citizens that are loyal to the state.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5e388d2c9e3ce8b412ee666192b90c21\"]\u003c/p>\n\u003cp>This is a simple game that students can play for a few minutes. It's free and web-based, and works in any browser. You could assign it as homework.\u003c/p>\n\u003cp>Imagine how this game could fit into a social studies classroom. Imagine the discussion it could inspire about free speech, about how political conversations are framed, about media bias, about political agendas. This is a game that inspires critical thinking rather than rote memorization.\u003c/p>\n\u003cp>There are many games like \u003ci>The Republia Times\u003c/i>, and they belong to a category that’s often called “Social Impact Games.” These are games designed as simulations of real life situations. The mechanics of the game are organized with images and stories in order to make the underlying patterns in our present culture more apparent. They are essentially interactive essays and social commentaries. Or, from a teacher's perspective, they are simply games that can be used as texts.\u003c/p>\n\u003cp>The great thing about using video games as a text is that they help to make it clear that the reason I’m writing this series about bringing video games into the classroom is not because game-based learning is some amazing new technique or method for teaching. Instead, the reason we teach in the first place, and the reason to bring video games into the classroom is social impact.\u003c/p>\n\u003cp>We want to educate students into good citizens for a future world that’s better than the one we live in now. We do that by teaching students to think critically about the world. We do that by teaching them to think about the images, stories and technologies that surround them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"What if teachers used video games as texts? How can educators teach kids to think critically about the underlying messages in commercial games and leverage video games for their ability to engage students and provoke conversation.","status":"publish","parent":0,"modified":1462815840,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1053},"headData":{"title":"How Teachers Can Use Video Games In The Humanities Classroom | KQED","description":"What if teachers used video games as texts? How can educators teach kids to think critically about the underlying messages in commercial games and leverage video games for their ability to engage students and provoke conversation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Teachers Can Use Video Games In The Humanities Classroom","datePublished":"2014-07-17T14:00:47.000Z","dateModified":"2016-05-09T17:44:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35883 http://blogs.kqed.org/mindshift/?p=35883","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/17/how-teachers-can-use-video-games-in-the-humanities-classroom/","disqusTitle":"How Teachers Can Use Video Games In The Humanities Classroom","path":"/mindshift/35883/how-teachers-can-use-video-games-in-the-humanities-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Part 12 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">We often think about game-based learning as if video games can become robotic teachers. In the same way that software file systems have created more flexible and efficient file cabinets, we imagine that video games can make great instruction more scalable and accessible. In the same way that email, text messages, and social media have provided more efficient methods of communication, we imagine that digital analytic systems will streamline assessment. These things are true.\u003c/p>\n\u003cfigure id=\"attachment_36834\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36834\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085-300x168.jpg\" alt=\"Erin Scott\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp>While digital games will certainly never replace a great teacher, they are tools that can help teachers do their jobs more effectively. Just like a shovel works better than digging with only your hands, game-based teaching tools will enable teachers to reach students in ways we can only begin to imagine.\u003c/p>\n\u003cp>But let's approach video games in a different way. What if teachers used video games as texts? Let's think about how we might teach kids to think critically about the underlying messages in commercial games and how we might leverage video games for their ability to engage students and provoke conversation.\u003c/p>\n\u003cp>At the moment, there's far too little critical examination of video games happening in school. We take it for granted that we should teach our students how to read books interpretively, how to analyze movies, and how to read the newspaper critically. But all too often we overlook video games as a meaningless triviality.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the contrary, video games may be indicative of a shift in the way we construct narrative. A good argument could even be made that video games are the new mythology, a kind of non-linear interactive storytelling that shapes the conscious attitudes of today’s youth. Video games might even represent the modern examples of storytelling that will eventually become the classics of literature in hyper-connected centuries to come. After all, nobody could’ve imagined that the novel would be so important to the future of schooling when they read Miguel de Cervantes’ \u003cem>Don Quixote\u003c/em> in 1605.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>If video games are shaping the conscious attitudes of an entire generation, we need to start asking difficult questions about the kinds of stories we want to tell. These video games are shaping the next generation. These video games are teaching our students how to think about the world, how to make meaning. And we’re letting it happen by accident. That’s crazy. We need help from Humanities teachers.\u003c/p>\n\u003cp>How can we be more cognizant of the implicit messaging in video games? In my book, \u003cem>FREEPLAY\u003c/em>, I try to model a practice and a method of analyzing the underlying psychology of video game narrative. But we need more people to jump on that bandwagon. We need more video game studies departments that are not about game development and computer programming, but rather about critical thinking. Not video game classes that analyze game design and mechanics -- video game classes that are about analyzing the literature of gaming. We have film studies, now it's time for video game studies.\u003c/p>\n\u003cp>You can start by adding a game to your curriculum. In my undergraduate college classroom, I sometimes require all of my students to play a popular game in the weeks immediately following a unit on Freud. I challenge them to analyze the game like a dream. I ask them to identify the latent content. We identify gender biases, the subtle differences between games aimed at boys and games aimed at girls. What skills are these games teaching? What conceptions of reality are they privileging?\u003c/p>\n\u003cp>There are also many games that are intentionally created to provoke thought. Some games are designed so that they force us to ask questions. One good example is a game called \u003ca href=\"http://dukope.com/play.php?g=trt\" target=\"_blank\">\u003ci>Republia Times\u003c/i>\u003c/a>. In the game, you are editor-in-chief of the newspaper in “the free nation of Republia.” Your job is to use your influence to sway public opinion. How much space on the front page do you give to each article? Which items coming over the wire do you ignore? What and how do you deem things newsworthy? You must make quick decisions as stories come into the newsroom. How do the stories impact the readers’ loyalty to the government? You earn points by increasing readership and manufacturing more citizens that are loyal to the state.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This is a simple game that students can play for a few minutes. It's free and web-based, and works in any browser. You could assign it as homework.\u003c/p>\n\u003cp>Imagine how this game could fit into a social studies classroom. Imagine the discussion it could inspire about free speech, about how political conversations are framed, about media bias, about political agendas. This is a game that inspires critical thinking rather than rote memorization.\u003c/p>\n\u003cp>There are many games like \u003ci>The Republia Times\u003c/i>, and they belong to a category that’s often called “Social Impact Games.” These are games designed as simulations of real life situations. The mechanics of the game are organized with images and stories in order to make the underlying patterns in our present culture more apparent. They are essentially interactive essays and social commentaries. Or, from a teacher's perspective, they are simply games that can be used as texts.\u003c/p>\n\u003cp>The great thing about using video games as a text is that they help to make it clear that the reason I’m writing this series about bringing video games into the classroom is not because game-based learning is some amazing new technique or method for teaching. Instead, the reason we teach in the first place, and the reason to bring video games into the classroom is social impact.\u003c/p>\n\u003cp>We want to educate students into good citizens for a future world that’s better than the one we live in now. We do that by teaching students to think critically about the world. We do that by teaching them to think about the images, stories and technologies that surround them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35883/how-teachers-can-use-video-games-in-the-humanities-classroom","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20902","mindshift_20655","mindshift_20710"],"featImg":"mindshift_36834","label":"mindshift_20669"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\r\n\r\nThe MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\r\n\r\n\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://blogs.kqed.org/mindshift/files/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\" />\u003c/a>\r\n\r\nHere's a preview of the table of contents:\r\n\r\nIntroduction: Getting in the Game (Page 4)\r\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\r\n\r\nWhat the Research Says About Gaming and Screen Time (Page 6)\r\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\r\n\r\nHow to Start Using Digital Games for Learning (Page 14)\r\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\r\n\r\nHow to Choose a Digital Learning Game (Page 19)\r\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\r\n\r\nOvercoming Obstacles for Using Digital Games in the Classroom (Page 27)\r\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. 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This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. The MindShift Guide to Digital Games and Learning [PDF] explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use. The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. 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