“This is what happens when we bring ‘‘video games’’ into the classroom: youth insist on playing them like video games. Those same video games they have at home, where players bulldoze right through our carefully crafted instructions, try to find cheats and work arounds, and wrack up points for bragging rights. As the authors articulated in their conclusion, since ‘‘most of the students were versed in some kind of game play and were
familiar with the mechanics of computers and computer games, they did not always
experience the game in the way it was intended, or necessarily follow the path the game
prescribed. What are educational game designers to do?”
A few weeks ago I completed a week-long summer school class for rising 8th and 9th graders in video game design. I hadn’t taught that age group for nearly ten years but it was an incredibly enjoyable experience. I love working with that age group, but the ability to teach a course like game design this summer re-affirms the fact that I wouldn’t want to be a classroom teacher right now. Overly-rigorous standards mean I’d never be able to teach a course like this as part of the regular school year, which is too bad. Talking about game design allowed the kids to really shine in ways that reflected true STEAM thinking. They conducted in-depth discussions with one and another about mechanics and genre. They provided insightful critique regarding the projects of their classmates. They de-bugged and trouble-shot problems for hours. They figured out how to innovate their ways around design problems. They also spent a lot of time playing games and having a blast while analyzing them. My teaching certification means that I’d be expected to make sure kids can correctly identify F=ma as Newton’s second law and getting into a conversation with parents every year regarding cosmology, the age of the Earth, and whether or not I’m telling their kids that they “came from monkeys”.
If we really wanted to provide developmentally appropriate content that engaged kids and allowed them to learn to be innovators and problem solvers, we’d open options like game design to all middle schoolers as full-year or semester-long courses. I’m not saying game design courses are a panacea, they aren’t. But they are pretty interesting and pretty relevant to a lot of kids and they provide the added bonus of providing opportunities to learn inter-disciplinary, real world skills. Isn’t that what everyone claims they want for kids?
But that isn’t what policy makers and business leaders actually want. It’s so much easier to pay for more tests and fire more teachers and call that “reform”. Happy back to school.
I’ve been teaching a week-long course for middle school students from around Northern VA for part of the middle school tech institute that runs every summer at Thomas Jefferson High School for Science and Technology. I’ve primarily been translating Tracy Fullerton’s Game Design Workshop book, which is one of the very best out there in terms of having ready-to-go content that is fun, fascinating, and understandable for a variety of ages and backgrounds. This is the first introductory presentation I created for the workshop, and I’ll continue to share the others throughout the course of this week.
This semester, I’m enrolled in a doctoral proposal course. The purpose of the course is to help students about to defend their dissertation proposal with a community of critical readers. It is a great idea, imho, to keep us on track during a time when many doctoral candidates begin to lose their way.
I recently had to present my dissertation argument to my fellow students. Few candidates are dissertation in my fields of interest: science education and educational technology, so I wanted to build my case very carefully for an audience outside of my area. Furthermore, most students are interested in quantitative research and while I’ve taken courses through advanced statistics, I’m far more interested in the types of questions qualitative research can answer, so I knew I’d have a lot of explaining to do.
Anyway, here is the ensuing Prezi. Some reflections on how the project was received after the jump.