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Nintendo a go-go Computer games: Learning tools for the digital native?. Derek P Robertson Learning Teaching Scotland New Technologies for Learning Development Officer. Young people are spending their time in a space which adults find difficult to supervise or understand -DEMOS Jan 2007.

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Nintendo a go go computer games learning tools for the digital native l.jpg

Nintendo a go-goComputer games:Learning tools for the digital native?

Derek P Robertson

Learning Teaching Scotland

New Technologies for Learning Development Officer


Slide2 l.jpg

Young people are spending their time in a space which adults find difficult to supervise or understand

-DEMOS Jan 2007


Our new learning space l.jpg
Our new learning space… find difficult to supervise or understand

  • Successful learners

  • Confident Individuals

  • Responsible citizens

  • Effective Contributors


Prensky s digital native l.jpg
Prensky’s digital native? find difficult to supervise or understand

  • What is a digital native?

    • Modern technology is now embedded in, and integral to, young learners lives:

  • digital interactive TV

  • the internet

  • Music downloads

  • computer games

  • cell phones

  • instant messaging

  • blogs

  • ebay

  • online avatars

  • MMORPG

  • instant messaging

  • sharing media


Digital natives what differs l.jpg
Digital natives: what differs? find difficult to supervise or understand

  • Does the digital learner learn in a different way?

    • They are used to receiving information at high speed

    • They like to parallel process/multi-task

    • They prefer graphics before text

    • They prefer random access (i.e. hypertext)

    • They work very well when networked

    • They thrive on instant gratification and frequent rewards

    • They prefer games to ‘serious’ work


Prensky s digital immigrant l.jpg
Prensky’s digital immigrant? find difficult to supervise or understand

  • Have had to adapt to the ever increasing influence of technology on society

  • Retain their ‘accent’

    • print out e-mails

    • write on word processing documents rather than do it on screen

    • refer to the manual first

    • ‘Did you get my e-mail?’ phone call


Communication breakdown l.jpg
Communication breakdown? find difficult to supervise or understand

  • Do teachers (digital immigrants) speak a different language from young learners (digital natives)?

  • Is our methodology still based on how immigrants were socialised to learn?

    • slowly, step-by-step, linear, individually, seriously

  • Do immigrants implicitly assume that learners learn, and will continue to learn, the way they always have?


A theoretical framework l.jpg
A theoretical framework? find difficult to supervise or understand

  • Social constructivism

    • Find out about what children already know and can do, value it and use this a s the foundation upon which future learning can be built

    • Importance of talk and collaboration in the learning process - a shared experience

    • Importance of cultural relevance and resonance


Why computer games l.jpg
Why computer games? find difficult to supervise or understand

  • Whitfield Primary, Dundee, 1997-1999

    • Games at Christmas

    • Problem solving with the Zoombinis

    • Using the Nintendo 64 to promote creative writing

      • Pupils were motivated and stimulated to learn

      • Encouraged and facilitated collaboration

      • Encouraged and facilitated learner reflection

      • A climate of active and knowledgeable participation

      • No fear in the approach to their learning


Why computer games10 l.jpg
Why computer games? find difficult to supervise or understand

  • Wider reading and research:

    • Futurelab

      • Games and Learning (2005)

      • Teaching with Games (2006)

    • ELSPA

      • Unlimited Learning (2006)

    • Mark Prensky

    • James Paul Gee

    • Stephen Johnson

    • Gerard Jones

    • John Kirriemuir


Enhanced learning l.jpg
Enhanced learning? find difficult to supervise or understand

  • Powerful motivational context

  • Enhanced learning through games

    • Science model

    • Problem solving

    • Knowledge about other curricular areas

  • Metacognitive development

  • Collaborative contexts

  • Affective domain


Why games engage us l.jpg
Why games engage us? find difficult to supervise or understand

Games haverepresentation and story.

That gives usemotion.

Games are a form offun.

That gives usenjoyment and pleasure.

Games haveconflict/challenge/opposition.

That gives usadrenaline.

Games haveoutcomes and feedback.

That gives uslearning.

Games haverules. That gives usstructure.

Games areadaptive. That gives usflow.

Games areinteractive. That gives usdoing.

Games haveproblem solving.

That sparks ourcreativity.

Games havegoals. That gives usmotivation.

Games havewin states.

That gives usego gratification.

Games are a form ofplay.

That gives usintense and passionate involvement.

Games haveinteraction. That gives ussocial groups.


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It is time to garrotte the Game Boy and paralyse the PlayStation, and it is about time, as a society, that we admitted the catastrophic effect these blasted gizmos are having on the literacy and the prospects of young males…


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We demand that teachers provide our children with reading skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

- Boris Johnson December 2006


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A new moral panic? skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

promotes aggression

social isolation

causes obesity

encourages sedentary lifestyle

desensitises children

cognitive stagnation

established standards challenged


The consolarium l.jpg
The Consolarium skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

  • Scottish Centre for Games in Education:

    • Comprehensive range of commercial consoles and games

      • PS2, PSP, Xbox360, DS, Wii,

    • Alienware PC

    • Intel Mac

    • Interactive whiteboard

    • Wi-fi access

      • Some pictures


What it aims to do l.jpg
What it aims to do skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

  • Promote games and learning

  • Act as a centre that teachers and educational managers can visit

  • Develop a community of interested partners

    • Education, academic & industry

  • Nurture, support and celebrate effective and innovative practice with games

  • Address cynicism and ‘moral panic’ associated with games based learning

  • Embed games and learning in ACfE


Literacy through games l.jpg
Literacy through games skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

  • Text driven narratives encouraging reading and writing

    • Phoenix Wright, Hotel Dusk

      • Tracey Beaker, Shobna, Jungle Adventure

    • Myst with Tim Rylands

    • Developing a game character

  • Exploiting games related contexts

    • Crazy Talk

  • A little bit more adventurous…

    • Guitar Hero/Singstar thematic approach


Numeracy and games l.jpg
Numeracy and games skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

  • Increasing range of games that present cognitive challenge

    • Nintendo Touch Generations

      • Doctor Kawashima, Big Brain Academy

    • St Columba’s PS Nintendo project

      • 3 schools: one with Nintendo DS, one with Brain Gym, one control group

      • 10 week treatment period

      • Pre and post tests: Burnett Self Scale and age appropriate Maths test


New technologies l.jpg
New Technologies skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

  • Games are incorporating the full range of new technologies to enhance the game experience:

    • Eye Toy

    • Dance Mats

      • Sonica Spanish

      • Ramba Studios: Phonics dance mat

    • Nintendo Wii

    • Buzz


Game play in politics l.jpg
Game play in politics skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

  • Music, literature, art used as vehicles for political protest…now games :

    • Madrid

    • September 12th

    • Darfur is Dying

  • Learning about citizenship and politics?

    • Prime Minister election simulator

  • Games in History

    • David McDivitt


Power to create games l.jpg
Power to create games! skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

  • An ethos of creation and not just consumption is required:

    • Gamemaker

    • Thinking Worlds

    • Missionmaker

    • Neverwinter Nightsnew

  • Microsoft

    • Opening up Xbox coding


Get involved l.jpg
Get involved! skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

  • Aberdeenshire is planning three pilot projects:

    • Star Qualities

    • Myst

    • Crazy Talk

  • If interested, contact Anna Rossvoll

  • Let me know if you do anything independent, ‘games’ related activity


Let s be realistic l.jpg
Let’s be realistic… skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

  • Successful learners require good teachers

  • This is another way through which we can engage digital natives

  • We need to explore this medium but we need to be open-minded

  • Schools needs to appreciate the changing societal landscape and evolve accordingly


Thank you l.jpg
Thank you skills; we expect the schools to fill them with a love of books; and yet at home we let them slump in front of the consoles. They become like blinking lizards, motionless, absorbed, only the twitching of their hands showing they are still conscious.

d.robertson@ltscotland.org.uk

http://hotmilkydrink.typepad.com


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