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dialogue is far removed, however, from the intensely heated conflict that exists at the smaller, more personal scale. On the one hand you have the millions of Americans who play games, whether on a console or a smartphone, and have been raised in a time where such things are ubiquitous. On the other is a (generally older) population whose exposure to games has been limited to the most visible examples of the medium, including billion-dollar series like Call of Duty and notorious time sinks like FarmVille that paint a limited portrait of gaming's full range.

"You’re not wrong to be concerned about the time your son spends playing video games," wrote Moody. "But let me ask you this: If there were no video games here, wouldn’t there be some other stimulus that could threaten his time by diverting his attention away from, wait, what did you call it? 'What I feel are much more worthwhile and ultimately rewarding pursuits.’ 

fears about video games are understandable. Like anything else, they can become the focal point of unhealthy behavior all too easily, a point Moody is quick to emphasize. As Moody says again and again, though, that’s hardly the fault of video games.

You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again. That's just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There's no one teaching them about the nuances involved in creating a positive online footprint. It's all about what not to do instead of what they should be doing. The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.

Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.

What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.