Futurelab is an organisation dedicated to transforming teaching and learning through innovative technology and practice, in order to engage 21st century learners. In a March 2009 report entitled "Computer games, schools, and young people", Futurelab analysed the role of commercially produced games in UK schools, and recognised that games neither inherently possess educational potential nor do they inherently promote antisocial behaviour. Four 'big ideas' emerged from the report; the persuasive nature of games and their capacity to influence thought and action, the idea that games provide the ideal environment for skill rehearsal, the role of games as a medium for media literacy, and the idea that games support the construction of knowledge. It was indicative that the majority of teachers in the survey population believed the inclusion of computer games into the curriculum could potentially enhance the cognitive skills, higher-order thinking skills, and ICT skills of young people.
One of the key findings from the Futurelab report was that while teachers generally feel that games cannot be specifically categorised into subject disciplines, relatively few of the teachers reported that games lacked relevance to the curriculum and specific subject areas. Derek Robertson, from the Consolarium, a games and learning centre in Scotland, sees games as 'contextual hubs' around which teachers are able to create meaningful classroom tasks. The games are viewed as resources to be 'retro-fitted' to learning objectives, giving teachers flexibility for cross-curricular study. Viewing games as resources or 'teaching tools' emphasises the role the teacher plays in planning and structuring the learning experience and providing the curricular content. This report indicated that primary teachers were slightly more likely to use games in the classroom as there is greater opportunity for cross-curricular study within their curriculum.
There has been much research concerning the value and credibility of embedding games into the school curriculum, and one of the more vocal 'pro-gaming' advocates is Marc Prensky. Prensky first coined the terms 'digital natives' and 'digital immigrants', and posits that digital natives possess heightened cognitive competencies including complex problem solving, experiencing failure in a row risk environment, collaboration, making ethical decisions, identity exploration and managing multimedia information simultaneously (Prensky, 2001). Prensky suggests that the current curriculum focus on absorbing content and teaching skills is outdated, de-motivating and irrelevant in a digital age. He argues that games are an ideal medium for learning due to the proliferation and accessibility of digital technologies afforded to 21st century learners. However, one could argue that Prensky fails to acknowledge the diversity of interest and experience in gaming amongst students, and the differing levels of accessibility.
The Futurelab report suggests games create ideal environments for learning in the 21st century by virtue of their interactivity, and that this interactivity is not restricted to virtual environments. Gaming is seen to be an intensely social experience for many young people, providing opportunities for relationship-building between students, and also potentially enhancing teacher-student relationships.
It was interesting to read that the greatest perceived barriers to games in education were logistical challenges such as the expense involved with the provision of game software and platforms, and issues regarding licensing . As Ben Williamson, senior researcher at Futurelab, succinctly states, "It is the teaching and planning that goes into it that makes the use of games a success", not the actual game itself. One could argue that the use of free-to-download demos which may be appropriate for use in the classroom, and many games that are available online, could provide an alternative pathway towards the inclusion of games in education.
In addition to concerns regarding licensing and overall expense, slightly more than half of the survey population reported concern over teachers' lack of knowledge of the games young people play. Teachers themselves are not a significant gaming population which may explain the sedimented attitudes of some towards gaming as a potentially educational pursuit. There is an apparent necessity for educators to be informed about the usefulness of games as a teaching tool, and to provide them with evidence of the efficacy of games in the classroom setting.
Findings from the Byron review (2008) highlight the developmental need for youth to experience and understand risk associated with new media, a self-responsibility approach based on 'education' rather than 'protection'. The Futurelab report reiterates that online safety is an important consideration, and identifies the need for engaging parents and the public in debate about the role of gaming in young people's lives, thus establishing media literacy as a proactive, rather than reactive mode for informed risk-taking. I believe that educating young people about the risks and potential harm associated with online engagement is a priority, so they can learn the necessary skills to evaluate all forms of media, and make informed and sensible choices for themselves.
Parental engagement has been identified as 'essential to ensuring the sustainability of game-based learning' (Futurelab, p35). One of the participating primary schools held student presentation sessions in an attempt to galvanise parental interest and demonstrate that games can be educational. Another secondary school chose to showcase the students' work, attracting a very large number of parents to the event. These experiences may demonstrate that parents are interested in whether or not gaming constitutes a valid and valuable educational activity, rather than being a purely pleasurable pastime. However, no data was gathered concerning the attitudes of parents towards game-based learning highlighting this as an area that needs to be investigated further.
In conclusion, the Futurelab report identifies some theoretical tools useful for establishing the importance of games in learning, and Furthermore, the report emphasises the central importance of teacher professionalism in using games as resources to support the educational aims, objectives and planned outcomes, rather than using them 'for their own sake or for flimsily conceived incentivisation purposes.' Overall, while suggesting that games are an important medium in youth culture and are therefore worthy of consideration for inclusion into the curriculum, the report recognises the necessity for educators to critically evaluate the usefulness and implications of embedding game-based learning into formal education.
Karen
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