I would like to give you the summary of this chapter for you. I hope you enjoy my blog and get the information as much as you want. Lets get start!
Chapter 2 : Introduction
2.1 About This Report
The year-long Teaching with Games project aimed to extend our understanding of the ways in which commercial computer games might be implemented in a formal educational setting, drawing on empirical evidence and examining the real-world use of selected commercial titles in schools.
This report outlines the context, objectives, methods, findings and key messages arising from the project. It is not intended to provide a detailed description of the participating teachers’ use of games, nor their success as learning resources, but instead to identify the key themes emerging from the process of developing and trialling new approaches to the use of games in the schools we worked with.
2.2 Context and Objectives
As commentators such as Gee, McFarlane and others have argued, computer games themselves might be seen as powerful educational tools. These researchers argue that as computer games are designed to be learned’, they can provide models of good learning practices. It is also argued that by playing games young people are developing competencies that are equipping them to work and communicate effectively in the 21st century. Increasingly today, we witness the emergence of new conferences and communities dedicated to the study of ‘serious games’ and bringing together representatives from research, practice, policy and industry sectors.
The aim of the Teaching with Games project was not to replicate this research, but to build upon and complement these earlier fi ndings. The objectives of this report are to highlight fi ndings from the study in the following areas:
- To offer a broad overview of teachers’ and students’ use of computer games and attitudes towards computer games in schools.
- To identify key factors which impact upon the incorporation of computer games into existing school practices, including institutional, curricular, technical and cultural issues.
- To describe the processes by which teachers plan and implement gamesbased learning in existing curricular contexts.
The project did not aim to evaluate the learning impact of the use of COTS games. Given that it was the first time the participating teachers and institutions had used games in this way, it would be misleading to assess the effects of a first implementation. The potential of these games to impact learning in formal education should be considered after the factors identifi ed by the project have been more thoroughly assessed and resolved.
I will continue my summary for the next chapter! See you on my next post! Bubye~
Author
Ahoy, It is me Triska. A college student of English Education Department in University of Singaperbangsa Karawang. I am a-pixie-dust-enthusiast. I love to watch a movie or Korean Drama and also love to write my blog.
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