Predjudice Against Computers & Games for Kids

Submitted by Paige Shields, Grades K-12, Santa Barbara, CA (not verified) on November 7, 2008 - 10:18.

I totally agree and appreciate Dr. Gee's comments. Like most computer professionals and experienced gamers, the benefits of gaming in education are obvious. I started an independent computer & gaming education center that offers after school enrichment workshops and camps for ages 6-17 a few years ago. We have seen a lot of prejudice against what we do by both parents and educators.

During breaks from workshops, kids are allowed to play the latest video games, and we use some games as learning tools as well (such as an Age of Empires history class). We call this recess for the brain since our workshops are 2-3 hours long, much longer than a traditional class for kids, so we pepper it with short game breaks which we use as a privilege when kids finish a set of tasks.

Around 30% of parents are very positive and enthusiastic about our program, but a much greater percentage are very negative and prejudiced against gaming and even computers. They complain that kids are sedentary and just playing games (which they mostly equate to watching TV) that they play at home anyway. We have actually had parents complain that their kids were having too much fun, and thus must not be getting a real education despite showing them the movie they just made, or the robot they programmed. These parents also never stay long enough to see a game played or that kids are not sedentary at all because when they play in an open, social environment they don't sit still. I believe the barrier of this prejudice is far greater than finding the money for these programs.

As for the schools, so far they barely talk to us. We offer our computer lab at very low cost to be rented during the school day. While we have offered this to many school administrators as at least a temporary solution to the budget crisis, they remain skeptical and are worried this would get in the way of raising money for computers in the schools.

We have also offered free technology integration training for teachers, but they barely show up, and if they do they almost never follow through on working with us to develop a lesson plan.

I would appreciate any advice on how to work with the schools to reach our ultimate goal of providing more computer and technology education for students. It seems to me that despite the fact that schools say they seek better computer and technology integration in schools, most don't have a clear plan to achieve this other than creating computer labs...without even knowing what they plan to teach. I believe most of our school administrators may not have enough technology experience themselves to be making good decisions in this area.

• reply

A bright future for video games in the learning process

Submitted by Margie Robinson (not verified) on August 23, 2008 - 13:55.

What a clear and articulate explanation for using gaming in the learning process! Ive found a great one! Check out "Skate Kids Online"

• reply

The coming sea change in education

Submitted by Theresa Lizakowski (not verified) on August 23, 2008 - 08:11.

I found Dr. Gee's words inspiring and mind-opening! As a counseling and educational psychologist who has recently become immersed in the world of individualized instruction and homeschooling, I've seen firsthand how technology is transforming education, even as our current approaches fall short. The potential is boundless. Thank you, Dr. Gee for forging a path through the fog.

• reply

A place for video games in education

Submitted by Howard B. Esbin (not verified) on August 20, 2008 - 15:14.

Society is waking up to the fact that learning and games are no more separate than science and innovation.

But this is ancient news. Consider Plato's observation. "You can discover more about a person in an hour of play than in a year of conversation." The idea of embedded assessment is integral to the entire experience. How else does one progress from novice to master? Imagination gives life to what if. It's at play when tiger cubs 'hunt' and when pilots practice in flight simulators.

In the 13th century, San Po a Tibetan monk adapted an ancient Indian game to teach young monks and nuns. The modern descendent is Snakes and Ladders. One can see the underpinning concept of karma still at play.

In the 18th century, Froebel said play was the highest expression of human development. A century or so later Martin Buber said play was the exaltation of the possible.

And Dr. Gee is right. Learning through game play is more fun especially if its social. But again, even Barbarians knew this. The very word 'game' itself stems from Old Norse 'joy or glee'. Intertwined with the Goth for 'participation and communion'.

Of course, the Internet and digital technologies provide a tremendous platform for learning games. As an educator and learning game designer I've seen its value from the inside out, as it were. My only caution is that we don't uncritically elevate technology. We work with many teachers and counsellors who like that a version of our game, called Prelude, can be played part digitally and part manually. [The all digital version is in production.]

Prelude is designed to foster soft skills - such as self esteem, creativity, and collaboration - at an individual and group level. Incidentally, a three way assessment tool is embedded within the game process. Students can assess themselves and each other along with the facilitator. We've just concluded three years of successful piloting with community agencies and schools. The Eastern Townships School Board in Quebec is our principal education partner.

Thank you for the work that Edutopia does.

Howard B. Esbin, PhD
Heliotrope
www.heliotrope.ca

• reply

Using technology to serve

Submitted by Solmn (not verified) on August 20, 2008 - 11:14.

Thank you for this down to earth explanation of what is key to education for everyone - which is exactly where our US public schools are missing the mark. Currently, we have one desk fits all. As opposed to No Child Left Behind, our students who test well, who have no difficulty mastering material, who learn at quicker paces and are motivated by intrinsic values are not only left behind, they are ignored and disappear because they don't fit the profiles of the "at risk" measurements. Our schools get paid for the amount of time a student body is occupying a desk, and focus on individual needs is not cost effective. What Professor Gee is highlighting would undermine the current funding model while saving the future of our brightest minds and harvesting our best resources. I am linking to this page from my blog, CherryPal for Everyone. I am excited about how the CherryPal can bridge barriers to people who have not had access to computers or the internet because of money, fear, education or other challenges. I will be commenting on my experience of using it on my blog as soon as I get my own CherryPal C100! You can use CODE CPP206 to get your own CherryPal for $10 less than purchase price

• reply

A place for video games in education

Submitted by Ollie Bray (not verified) on August 19, 2008 - 11:20.

I completely agree with the professor on many of the points that he has made. It my school in Scotland we have just used the game Guitar Hero as a successful context for learning. We used the game to help improve the transition / flow from primary (elementary school) to secondary (high school) education. The project was hugely successful. For more information see my blog.

• reply