While at the Library today, the topic of video games used as a tool for literary learning came up. The librarian and Leanna brought up some good points, however, they were not enough to convert me. I enjoy video games like most others but I do not see their place in our schooling system. At my Jr. high school (Central here in Vic.) I took a class based on stategic video games. To get an "A" a student had to beat 4 video games of your choice. We all had the cheat codes of course. It was a joke. Having said that, I would happily make reference my class to a video game that I thought would enhance their interest in social studies (my teaching area). I would encourage its use at home not in the classroom. I guess I'm a little old school when it comes to the classroom. Sitting in front of a screen is less of a learning experience than a more hands-on experience or a book. Video games are part of daily life for many children and teens. Often, they even have hand held units that they can play wherever and whenever they want. So why do we need to encourage them to play video games in school as well. Why not reinforce the use of books, roll playing activities, or group discussions – something that they can’t do at home.
A few days ago I heard on CBC of a study that was done on young people and their use of programs like Facebook and Myspace. While this is a little off topic it touches on the effects of over-using technology. The study found that some young people were starting to understand human interaction as fleeting – that a “friendship” could be deleted by the push of a button. While technology comes into more and more aspects of our daily lives (in both the workforce and social world), I feel that it is our duty as teachers to reinforce the human aspects of education and let the technological side thrive on its own (and it will thrive). Instead of playing video games I would like to see teachers and students engaged in activities that are based on human interaction. Human interaction is far more complex and important than gaming skills for individuals to lead fulfilling and compassionate lives.
I realize there are many counter points to this argument…the mike is yours…
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13 comments:
I would try to argue against you, but I agree too much with what you wrote.
I was surprised to learn that the use of video games was so encouraged at the library as well. I guess I had never really viewed gaming from that perspective before. I see now that it does have educational value when it comes to some aspects of litercy development. However, I don't really see the need for gaming to enter the classroom as I believe that teaching and learning in a classroom setting depends largely on the relationships and interactions between the teacher and the students.
This is not to say that I don't agree with the use of technology in the classroom. When I was in high school, all our presentations were done with cut-and-paste posters of images and information as our visual supports. Now, Powerpoint is starting to replace the cardstock. With these new presentations, not only are the students more engaged in the project, but the final product is more captivating and interesting for the other students (and the teacher).
On a side note, when it comes to gaming at home, I think it's the parents' responsibility to monitor how much time their children are spending with gaming activities and encourage more interactive and active play or activity.
For those who were at Gordon Head this afternoon,I found an article that speaks on this topic.
"What is Literacy?"
http://www.cbc.ca/news/background/gendergap/literacy.html
I whole-heartedly agree with you (the post). And to take it a step further, I think that the old can be new again. I'm seeing it more and more with the resurgence of "old" crafts and practices that involve craftsmanship. Just because something is not popular now, doesn't mean that it has no present value.
I could tell we hadn't convinced you Michael! I have to add that I rarely tell people what I research because their first reactions are so negative that I rarely get a chance to dialogue with them about the potential of video games, so thank you for providing a space for that dialogue.
I guess the main thing to remember is that video games, or blogging, or manga comics, or literature books, or movies, or text books are all 'tools' for learning something. We need to find a balance with these tools and guide students in their use of these tools: overuse of text books in a classroom is just as detrimental as having them play video games through every unit in your course.
By suggesting that students should only learn about 'high culture' in schools is not only valuing one way of knowing in this world, but it also dismisses the meaningful learning that they do in their cultures. Teaching them 'why' they need to know about 'high culture and language' (essays, grammar, test taking, literature) is more important than the students knowing exactly 'how' to do 'high culture'. Valuing their cultures and examining 'why' their cultures are not valued is also a critical approach that teachers should take a role in, rather than simply dismissing their interests and past experiences as not allowable or not important enough for a classroom.
Please remember that I find content in many video games highly problematic, but I do not believe that video games are the only place that the controversial ideologies of violence, competition, portrayal of gender, consumerism, are promoted - if we view video games as representations of the society around us we might be more apt, especially as Socials teachers, to address the messages and portrayals more critically in our classrooms...
For more info:
http://www.videogameliteracy.blogspot.com/
A great book to read pertaining to teaching and video games is James Paul Gee "What video games have to teach us about learning and literacy" and he outlines how video games integrate 'best teaching practices' - many aspects that we should learn from as teachers to implement in our teaching approaches...
I do agree with many of the points raised by Michael, however, the library is different than the classroom. Her point, I think, was to make sure that all learning tools, including video games are accessible in the library and to their users. This includes books, maps, movies, cd's and yes, video games. It is shown that gaming can increase hand eye coordination and motor skills. When I was in school, once a week or so we had a free computer block and we played games. I would argue that this facilitated my learning process, not stifled it. The library is funded by the community and should supply as many different learning tools as possible, which includes video games. I don't think she was arguing to burn the books and bring in the game boy. It seems that technology is evolving very quickly and we can incorporate it and adapt as much as possible or get left behind.
Well I have to say this is a very interesting topic and I would have liked to be at the library to hear a little more about how video games are used for learning in the classroom. I have to say I have always been a little against computers and technology (probably because I never understood them very well) so I agree with Michael’s points. That being said I think that if kept to a minimal video games could be used very effectively in the classroom. This would definitely be the case in regards to many adolescent boys that really seem to feel comfortable and get excited with video games.
One example that comes to mind with how video games could be used would be to do a comparison of books, movies and video games. I know Lord of the Rings has a PC game. Why not have the students read the book, watch the movies and then spend a couple of classes in the computer lab playing the video game. After students would be able to discuss how their characters, plot, etc differed among the three types of media. You could also get the students to discuss which version of the story they prefer and why. Not sure how good this would work but it’s worth a try.
Well I have to say this is a very interesting topic and I would have liked to be at the library to hear a little more about how video games are used for learning in the classroom. I have to say I have always been a little against computers and technology (probably because I never understood them very well) so I agree with Michael’s points. That being said I think that if kept to a minimal video games could be used very effectively in the classroom. This would definitely be the case in regards to many adolescent boys that really seem to feel comfortable and get excited with video games.
One example that comes to mind with how video games could be used would be to do a comparison of books, movies and video games. I know Lord of the Rings has a PC game. Why not have the students read the book, watch the movies and then spend a couple of classes in the computer lab playing the video game. After students would be able to discuss how their characters, plot, etc differed among the three types of media. You could also get the students to discuss which version of the story they prefer and why. Not sure how good this would work but it’s worth a try.
Good topic. I have been thinking about this for some time now, and when it came up at the library I got to see another side of video games...but not enough of that side to change how I feel.
The main problem I have with video games is that they are one of the many alternative activities that are taking children inside and placing them in front of a screen. This get them accustomed to the fast-paced and intensive entertainment that is presented for them and offers very little room for real imagination. A child who is used to being massively entertained by the world of Final Fantasy or Mario often views the backyard or the empty lot down the street as an extremely dull place to play by alternative. This has major consequences for their desire to go OUTSIDE to play, as well as their ability to use their own imagination to create a world of their own to play in. Some may say that using video games will increase their imagination, but in video games it is all there for you, packaged and sold, and requires no original thought or real creativity.
I totally agree that there are aspects (hand-eye coordination, motor skills) that may be beneficial for children, and maybe introducing these games at a later age (maybe 12 and up?) could be a better situation. But before that age...why can't kids just use their own imaginations to create these worlds? Why do we have to plunk them down in front of the screen and let them only participate in someone else's creation?
What Keely said about "12 and up" is appropiate and very similar to how I feel. I don't have the exact source so don't quote me, but I heard there is a direct correlation between youth violence and the use of video games by boys. This also comes back to the point made by Leanna that some content is inappropriate and (I assume) could lead to this behaviour. As a mother of a baby boy, I am very nervous for how video games will play out in our household. Do I not allow him to play until a certain age and risk his socialization with other children suffer? Do I allow him to play and make sure I have a good chat with him about how it is make-believe etc. and hope he doesn't pick up any dirty habits? And another aspect, how can you enourage physical activity when all they want to do is play video games? This last question would be very relevant in the classroom if you are trying to motivate students to particpate in PE. If they are not used to (or do not enjoy) physical activity it would be very hard to convince them otherwise.
As I studied a fair amount of military history in my degree I can see an effective way in which video games (sims mostly) can help students better understand historical events. Games such as Age of Empires and Panzer (German for Tank) General allow students to take on the roles of State leaders as well as soldiers and generals. These games are reliable as they follow proper economic models and thus keep historical fact in order. For example playing the German side in Panzer General you are always out numbered by the Russians by at least 3 or 4 to one. This being one of the main reasons why Germany was ultimately defeated. By using these games students can better understand how and why historical events unfolded.
I also never considered video games to be a tool used for learning, and was surprised by their inclusion in the library. To me, though, it made perfect sense!
I agreed with Leanna about needed to encourage students to think critically about their own culture, and I do not think the way to do this is through exclusion. That to me is like parents dictating "no drugs, sex, or alcohol" rather than sitting down for a frank and realistic discussion. Some people will argue the first is a better way to go, but I don't think so. Rather, I think open discussion can help students make wise decisions. For example, why is violence so prevalent in these games? Is it really needed to make them fun?
I also don't think that video games are necessarily taking the place of other activities. Personally, I loved playing Nintendo, but also reading and playing outside.
There is also a definite skill set involved. I've long since been left behind and still only play "classic" games, because the newer ones are just way to complex for me. If education is truly trying to incorporate all types of learning, I don't think it should be devalued. There are many ways it can be used for educational purposes (such as visually re-creating history with a class) and this type of learning can continue throughout life (for example training seminars).
All this being said, I do think it would be very challenging to effectively incorporate their use into a classroom. While I would love to, I'm not sure I would feel confident doing so until I've felt more comfortable in the teacher role.
I honestly believe that video games are definitely a way to impact students. I was a gamer growing up and reading the text in video games was an easy way for me to do reading over the summer and still have fun. I also think that the motor coordination, hand eye and other skills that come from video games are valuable in there own right.
There is really no difference in my mind between a book, a video game, or a movie. They all tell a story in a different way. I think that bringing them into the classroom or into the home in certain contexts can completely help with the learning process. Even more so look at the use of video games to get people active with the Nintendo Wii. There are many people of all ages picking up games like Wii Fit and games that require movement and keeping active. I think as teachers we really need to be open and allow all kinds of learning to take place in our classrooms. Remember not everyone takes to learning the same ways and responds to the same things that we did.
As teachers, we're supposed to be fostering alternate styles of learning. But in a mass-media culture, where everything comes in bright colours and motion and is visually stimulating, aren't books themselves becoming the "alternate" method of learning? What do kids spend more time doing, sitting in front of a screen or reading a book? Kids get enough exposure to screens outside of the classroom.
Aaron, I agree with you when you say that books, movies, and video games tell stories in different ways. But reading a book and watching a movie are two very different experiences. One demands that you use your imagination in creating sounds and sights, and the other gives the sounds and sights too you. Reading is more active; in fact, we even burn more calories reading than watching TV!
It is really interesting reading all the comments people have posted on this topic. I remember when internet came out, there was a scare among book lovers that it was the end of paper. Books would become extinct and everything would be online....I remember feeling very nervous about this, and it was interesting because at the library, the librarian mentioned that the biggest challenge to that is copyright laws. I also used to really worry about social interaction and how much it has changed from face-to-face to online chatting and messaging. Now, I catch myself chatting with my friends all over the world online and really value that medium. I think it is all about balance and moderation. Both are invaluable. I think this is the same for learning via video games, books, and direct interaction with peers and instructor. A combination of them all will provide the richest learning environment. Of course, more weight could be placed on reading than playing video games but the benefits for educational purpose and literacy development should not be lost for any medium.
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