Team A

Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about “The Lord of the Flies” without having learned to read.

When people learn to play videogames,” according to James Paul Gee, “they are learning a new literacy.

They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges.

As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which videogames inhabit a large portion.

Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn’t the only communication system available in today’s world. And there is no better example of a new form of media that communicates distinctive types of meaning than videogames.

Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.

This doesn’t mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.

Mistakes are how one figures out what doesn’t work and provides the impetus to zero in on what might.

Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can’t penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?

Yet if we are not prepared to be wrong than we won’t be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.

“policymakers interested in preparing students for success in the 21st-century economy would do well … to appreciate how skills developed through navigating virtual environments might pay off in the workplace … [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.”

Although videogames have great potential to be powerful vehicles for learning, there is no guarantee this will happen

Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about “The Lord of the Flies” without having learned to read.

Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.

Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies

collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.

The largest, most systematic work is a study, jointly funded by Scholastic Network, the Council of Great City Schools, and the Center for Applied Special Technology (CAST). Participants included 500 students in grades four and six in seven urban school districts around the U.S. (CAST, 1996; Follansbee, Hughes, Pisha, & Stahl, 1997).  Each classroom completed an integrated learning unit on Civil Rights using a common curricular framework and common activities. Each class was encouraged to use traditional library resources as well as technology resources, including computers and multimedia software. The experimental classes also used the Internet for on-line resources, activities, and communication. Each student completed a project as a result of their participation in the unit. Evaluation of the final project showed significantly greater achievement on a number of measures for classrooms using Internet resources.

literacy is regularly being redefined within shorted time periods. This takes place as rapidly changing technologies for information and communication transform literacy and as users envision new ways of using these technologies for literate acts, transforming, in turn, the nature of these technologies.