As a TL, how can I use my new learnings about video games?

    In my role as teacher-librarian I am unlikely to have the opportunity to use computer/video games but I can certainly use some of the knowledge about computer games to adjust my teaching pedagogy. As the teacher-librarian I manage the library, promote reading, source suitable resources for staff and students and liaise with staff via various school committees. It is through this liaison that I am able to work with staff on embedding new technologies into their teaching tool kit.

There are a number of practices which I could adjust with my new knowledge:

1. In the last few years I have run after-school teacher training session. These sessions have been focussed on developing teacher competencies in the use of technology including; instruction in the use of Interactive Whiteboards, using the Learning Place, and setting up and using Blogs and Wikis. In future sessions I will highlight the research around the use of computer games and encourage staff to investigate games for their particular teaching area.

2. I will ensure that I include the Teacher Learning Federation Learning Objects as part of the resource list that I provide to teachers. These are online digital tools that use some of the same characteristics as computer games and are currently underutilised by the teaching staff at my school.  In the past when I have used the TLF Learning Objects I have found that students engaged with the learning process and it can be the hook to get them to learn more about a particular topic, one of the key reasons for using computer games (Young, 2009).

3. I will also discuss the idea of adapting some current tasks into web-quests, as a well planned web quest can incorporate elements of a role-playing game (Gee, 2009). Currently students do an assessment in year 8 SOSE which involves them speaking as a person from the middle ages. The students are not generally engaged in this unit but perhaps if it was re-designed with the idea of the role-playing web quest perhaps it would provide better engagement.

4. In the preparation of my own teaching material I will in future consider the characteristics of video games which engage students (Prensky, 201). “Multi-sensory approaches, utilising graphics, sound and interactive elements not only appeal to different learning styles but also positively affect motivation and retention among the general population” ( Abhijit, 2009, p4). I need to improve the visual aspects of my lessons and provide greater opportunity for the students to be active learners.

 

 5. I also need to ensure that my teaching has a greater focus on student activity and passive listening.  Dale’s cone of Learning shows that students retain greater knowledge when they are involved in simulation or real life experiences. (Pastor, 2003) While there may be some questions around the percentages applied to Dale’s Cone of Learning most teachers would agree that students are more engaged and retain more knowledge with activity based lessons.  Computer games can be successful learning tool if firstly they engage the student and then secondly they require the students to make a decision on the basis of knowledge gained. While I may not use a computer game in my lesson I can use the same successful learning strategy.

6. It is through an understanding and awareness of the role computer games have in popular culture that I can build better relationships with the students. As the teacher-librarian I need to be able to build a rapport with students quickly as I often only one opportunity to make a good impression as I am not their timetabled teacher. My aim is that the students see me in a supporting or mentoring role in the learning process. The role of parents and teachers is important to ensure that the students are getting the best use out of the digital media they are using both at home and at school (Gee, 2008, p22).

7. As a member of the Technology committee I will suggesting that the school develop a simple online assessment tool (Hong, 2009; Royle, 2009) that allows staff to quickly decide which digital media is the most appropriate for their needs, and then share this information via the school network. Teachers need to be using the most effective teaching resources that allow them to engage the students and teach the relevant content and skills. Teachers are generally time poor and will be more likely to use a resource if it has been approved or assessed by other teachers.

In summary the main way for me to transform my pedagogy, having gained more knowledge about the benefits of games in learning, is to keep an open mind to the use of technology and assist staff with their use of technology. I need to ensure that the library and my classroom practices are more reflective of the 21^st century than the standard 19^th century classroom. Am I providing access to the technology that the student’s need to learn the skills that they require for their future? Am I mentoring the students in the skills they need for the 21^st century?

 

I also need to adopt some of the gamer’s attitude of “”stepping in and not worrying about failure” (Gee, 2009, p52) as otherwise my teaching practice will not adapt to the changing needs of my learners.

 

Teresa

 

 

References

 

Gee, J., & Levine, M. (2009). Welcome to Our Virtual Worlds. Educational Leadership, 66(6), 48-52. Retrieved 5^th September 2010 from Academic Search Elite database.

 

Gee, J. (2008). Getting over the slump: innovation strategies to promote children’s learning, The Joan Ganz Cooney Center for Sesame Workshop. Retrieved 6^th October, 2010, from http://www.joanganzcooneycenter.org/Reports-19.html.

 

 

Hong, J., Cheng,C., Hwant, M., Lee,C., & Change, H. (2009). Assessing the Educational Value of Digital Games, In Journal of Computer Assisted Learning, 25 (5), 423-437. Retrieved August 9, 2010 from http://onlinelibrary.wiley.com.ezp01.library.qut.edu.au/doi/10.1111/j.1365-2729.2009.00319.x/abstract;jsessionid=182E79E79086FBD204D652B4084020CB.d03t02

 

Pastore, R. (2003) Principles of teaching, Retrieved 6^th October, 2010 from

http://teacherworld.com/potdale.html

 

Prensky, M. (2001). Fun, Play and Games: What makes games engaging. From Digital game-based learning (Mc-Graw Hill , 2001). Retrieved 7^th October, 2010, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Game-Based%20Learning-Ch5.pdf .

 

Royle, K. (2009). Crossing borders, blurring boundaries and taking action, Retrieved 21^st September, 2010 from http://www.gamebasedlearning.org.uk/content/view/67.