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Transcript of Governance
Time-to-Adoption: Two to Three Years "The three most recent cohorts of children-those born in the early 1980's, the early 1990's and the early 2000's-have grown up in a world where digital games have always been part of their lives...These three cohorts of kids define our school populations, and throughout their lives, they have been immersed in the culture of digital games; it is like the air they breathe...The oldest of them are now becoming the teachers in our schools, and it will not be long before they also begin to fill out the adminsitrative ranks."
Johnson, L., Smith, R., Levine, A., and Haywood, K., (2010). 2010 Horizon Report: K-12 Edition.
Austin, Texas: The New Media Consortium. "As gaming and the science of engagement become better understood, we are likely to see significant investment in large-scale educational games. The compelling nature of MMO games in particular is attracting researchers and educators who appreciate the revolutionary power of including games in the curriculum, though this is not the only area of gaming being explored." "Games put players in worlds where they experience things. This seems pretty simple, but it is, in fact the foundation of how games recruit good learning."
Deep Learning Properties of Good Digital Games
How Far They Go?
James Paul Gee
http://www.jamespaulgee.com/sites/default/files/pub/Ritterfeld_C005.pdf What do the experts have to say? "With more than eight out of every ten kids in America having a videogame console in the home, and over half having two or more (Rideout, Roberts, & Foehr, 2005), it becomes increasingly clear that games are the new literacy, whether those of us in education are willing to recognize them as such or not."
Massively Multiplayer Online Games & Education: An Outline of Research1
Constance Steinkuehler, Sean Duncan, & David Simkins, University of Wisconsin-Madison,
225 North Mills Street, Madison WI 53706, firstname.lastname@example.org Who is leading the way? What does it look like now? Science or Science Fiction? Why replace traditional learning? "If nothing else, games expose players to deeply engaging, visually dynamic, rapidly paced, and highly gratifying pictorial experiences that make almost any sort of conventional schoolwork (especially when mediated by a lecture or text) seem boring." Joel Foreman
NEXT-Generation Educational Technology versus the Lecture July/August 2003-EDUCAUSE review "Immersive multiplayer virtual environmentsket players participate in new worlds, inhabiting roles that would otherwise be inaccessible to them. They allow people to experience the ways a particular discipline thinks about and solves problems-as a physicist, an astronaut, a physician, an entrepreneur, and so on." Diana G. Oblinger
Games and Learning
EDUCASE Quarterly Magazine Vol. 29, Number 3, 2006
"-Are computer laboratories available where students can play games? Are they appropriately configured? Are they available for the extended hours that game play involves?
-Is the right equipment available, such as headphones, speakers, and special consoles?
-Is support available for the game, both tecnically and terms of game play?
-Are there instructional designers who can develop games?
-Is gaming integrated into the curriculum or just added on?"
Richard Van Eck
EDUCASE Learning Initiative Annual Meeting, January 30, 2006