Educational gaming has changed very much since I was a child in school. Students today have more opportunities to play games that assist their learning; however, with the positive research coming from academics in support of games that augment learning, one must wonder why more money is not invested into this industry in order to enhance current games and develop new ones. One of the most popular games in Ontario K-8 schools is Prodigy. This is a game with a similar feel to Pokémon however, rooted in mathematics. The challenges and battles players encounter are all mathematics based. It is an excellent way for students to practice achieving ministry expectations and have their classroom learning reinforced. Unfortunately, the game does not compete with newer, more visually appealing games as the graphics are not at a top level, but it is useful for schooling purposes. I see that children are learning from Prodigy and they want to play it often. I question, why there aren’t more games? Squire (2008) says, “although we argue the role of spreadsheets or calculators in the classroom, outside of school kids (with access) can play with sophisticated simulations where they learn history by entering historical eras” (p. 108). Students are engaging in sophisticated problem solving outside of the school. Games provide students with real world problems and challenge students to think critically when solving them. The education field should harness this energy and bring it into schools, an institution where current teaching practices are rapidly becoming obsolete. If students outside of school are playing simulations, where they are developing communities and running corporations, how much more learning can be done by students in schools if a creative effort was put into developing games that cover Ontario Curriculum Expectations?
One area of concern that I have is that of equity. Although an increasing number of students have access to an electronic device, not all students do. A couple hundred dollars is still very expensive for families who have a hard time paying rent and providing food for their families. What system will be put in place for these students in order for them to have the same access? If technology is deemed important and essential (Squire, 2008), what will be done to allow all students access. Equal access will ,no doubt, level the playing field for all students. A solution to this would help close the poverty gap seen in education.
In many cases education moves slowly behind popular culture even though educators see benefits of using it within the classroom. I think this is the reason why we don’t see more educational games already. Education moves very slowly toward change however, I suppose this is our challenge. We must start a grassroots movement as in-service educators who are trying to best meet the needs of the students we serve and advocate for an increase in educational games.
Kurt Squire. (2008). Critical education in an interactive age. Mirror Images. Pp. 105-123.
One area of concern that I have is that of equity. Although an increasing number of students have access to an electronic device, not all students do. A couple hundred dollars is still very expensive for families who have a hard time paying rent and providing food for their families. What system will be put in place for these students in order for them to have the same access? If technology is deemed important and essential (Squire, 2008), what will be done to allow all students access. Equal access will ,no doubt, level the playing field for all students. A solution to this would help close the poverty gap seen in education.
In many cases education moves slowly behind popular culture even though educators see benefits of using it within the classroom. I think this is the reason why we don’t see more educational games already. Education moves very slowly toward change however, I suppose this is our challenge. We must start a grassroots movement as in-service educators who are trying to best meet the needs of the students we serve and advocate for an increase in educational games.
Kurt Squire. (2008). Critical education in an interactive age. Mirror Images. Pp. 105-123.