In March 2008, Breakfast From BBC News reported on a Scottish trial using the Nintendo DS Brain Training program
in a Year 5/6 Dundee primary school. This trial was a scientific study designed
to assess the academic and behavioural changes that the use of gaming has on
modern day students.
Like many innovative ideas this
trial was not without controversy. Some
experts were of the belief that using gaming to engage students in learning was
a quick fix approach to education and that using the Brain Training program was
reinforcing to students that learning mathematics in the traditional pen and
paper method was boring. Derek Robertson, from Teaching and
Learning Scotland, disputes these claims and further asserts that a good
teacher is one who uses good resources to benefit the students of their class. Following the implementation of this trial
post-tests results revealed that students’ maths skills and levels of
concentration had improved. Furthermore,
the use of gaming consoles within the classroom had had a positive impact on
the social interaction of the class. One student even commented that using the gaming
console was better than the regular pencil and paper method as it was
interactive.
In my opinion life needs to be a
balance of work and play. What a
terrific idea to not only connect children to learning through the use of
devices that have cultural significance to them but also provide them at school
(their place of work) with the opportunity to learn, for 15-20 minutes at the
beginning of each day, through a play environment. Jenkins, Clinton, Purushotma, Robinson and
Weigel (2006) assert that from the outset children learn through play, through
the manipulation of objects so why not include play as part of our curriculum
regardless of the age of the learner. It is further stated by Jenkins et al
(2006) that for our current generation of technology savvy students the use of
gaming in the classroom can help to motivate students to learn and can switch
on learning for students who may otherwise be turned off by the textbooks whose
experiences they cannot relate to. If
children need, or are more motivated, to learn through the use of gaming
devices why not make use of this opportunity. If I was provided with the
resources to implement such a program I would happily oblige. Now more than
ever we need to ensure we are preparing children to participate in society
beyond school and incorporating experiences they already know, can only help.
References:
Jenkins, H., Clinton October 9, 2011
from http://digitallearning.macfound.org/site/apps/nlnet/content2.aspx?c=enJLKQNlFiG&b=2108773&ct=3017973¬oc=1
Thanks for your interesting post, Deanna. I remember when this title was originally released whilst I was living in Japan, and the sensation that it created.
ReplyDeleteIt is impressive to see from studies that certain schools around the world are implementing or at least trialling the use of video game technology for use in the classroom. Finding new innovative ways of teaching using modern technology that youth can relate to – more educational systems need to take the risk.
Up until recently I worked as a teacher in Japanese schools, and now that I think of it, I am surprised that I didn’t see at least the beginnings of new technology use in classes over there.
To give you an idea of the low digital literacy levels (and consequently levels of acceptance to trying new technology) at my schools, Yokohama city bought 50” widescreen digital television sets for every classroom in each of my schools. That adds up to a lot of TVs and a lot of money! How were these TVs used? Well, when I was there..they weren’t. If it takes that long for teachers to lose their shyness over modern television sets, then how long will it be before they are game to try and incorporate video game technology into a class?
What is the use of technology if people are reluctant to use it?
From Josh :)
ReplyDeleteHi Deanna,
ReplyDeleteNow I am going to play devil’s advocate....
One of the issues I have with the rapid integration of this sort of technology into our lives, is that it privileges one type of cognitive development over another. I am not saying that we should keep our students safely in a technology free 'bubble', but I do think there are times when technology is not appropriate. If we were perhaps replacing Grand Theft Auto for the Nintendo DS Brain Training, I could perhaps see some merit in the suggestion that children could use this sort of technology to play and learn with. However, as you said we do need a balance of work and play, but I think we also need a balance between technology play and physical play. This statement is drawn from my experiences working in a school were electronic technology was banned until the students reach the age of 14. As a school population, these children were the healthiest, most proactive and engaged individuals it has been my pleasure to teach. Instead of having their 'fun' presented to them in a commercially prepared program like the Nintendo DS, they made up their own games. I also noticed that their oral language and interpersonal skills were well developed, and for their ages they had abnormally long attention spans. Although, the teaching methods use at this school was not without its problems, it was interesting to note the cognitive differences that seemed to be represented in this school population. Unfortunately no researcher has ever managed to access this school system to validate my experiences of this type of schooling with empirical evidence.
The above comment was by Darcy.
ReplyDelete