Ahoy! I will continue my summary for the next chapter of Teaching With Games: Using commercial off-the-shelf computer games in formal education, written by Richard Sandford, Mary Ulicsak, Keri Facer and Tim Rudd.
Chapter 3 : Project Overview
3.1 Surveys
Futurelab collaborated with Ipsos MORI to undertake two surveys of teachers’ and students’ attitudes to and use of games. The Ipsos MORI Teachers’ Omnibus questioned a representative sample of 924 primary and secondary school teachers in England9. The questions focused on ascertaining teachers’ existing use of commercial computer games, any use of such games in the classroom, and their opinions about the impact of using games for learning in school.
The Ipsos MORI Schools Omnibus consisted of 2,334 completed questionnaires in England and Wales10. Again the questions focused on students’ existing use of commercial computer games outside of school and their attitude towards using them in schools.
3.2 Case Studies
3.2.1 Selected Games
The choosen games are summarised below
3.2.2 Participating Schools
Four schools participated in the project. They represented a variety of student intakes and curricula, and represented a diversity of both rural and urban settings, and private and state sectors. The Senior Management Team (SMT) in each school took on the responsibility for identifying teachers and students to participate in the project.
- Bedminster Down (BD) is a community comprehensive with approximately 1,000 students located in an urban setting. They follow the National Curriculum for 11-16 year-olds.
- Deutsche Schule London (DSL) is a private school with over 650 students from 20 countries aged 3-19. Lessons are held in German. In the morning students predominantly follow the Baden-Württemberg curriculum, with afternoon lessons being less restricted.
- John Cabot City Technology College (JC) is a mixed city technology college in an urban setting for 11-18 year-olds, with approximately 1,000 students. The students’ average attainment on entry is just above the national average but is wide ranging.
- St Johns Community College (StJ) is a foundation mixed comprehensive with technology and language status for 11-18 year-olds, with approximately 1,500 students. The students come from a variety of rural and urban backgrounds reflecting the area, and the average attainment on entry is just above the national average.
Competency Curricula
St Johns and John Cabot have both adopted a special curriculum for selected school years. St Johns’ ‘Alternative Curriculum’ is followed in Years 7 and 8 (11-13 years old), with a pilot group in Year 9. John Cabot’s Year 7 students follow the ‘Cabot Competency Curriculum’ (CCC). Both these curricula are adaptations of the RSA’s New Curriculum, developed through their Opening Minds initiative. This suggests that a curriculum explicitly designed to develop the skills students need to become independent learners would better meet the needs of young people in the current century than a traditional information-driven curriculum, such as the National Curriculum. These skills and competencies broadly address learning, citizenship, relating to people, managing situations and managing information.
3.2.3 Participating Teachers
This table below provides a summary of the teachers (including two teachers who subsequently joined the project), the subjects they taught and their gender.
3.2.4 Teachers Games Selection
Teachers were presented with the three selected games during a workshop at the start of the project. Researchers asked teachers to choose games so that each school had one teacher using each selected title. This resulted in three ‘games groups’, each with four members all using the same title. Teachers were free at any time to change or stop the use of games during the course of the project if they felt the game was inappropriate for their teaching. In the majority of cases, teachers stayed with their selected game through the course of the project. The following diagram provides an overview of the planned and actual games use in each school. The difference between selected games and actual use of games is due either to teachers who couldn’t see an appropriate use for the selected game in their teaching and subsequently changed titles, or who ceased participation in the project due to external factors.
3.2.5 Study Design
The researchers, teachers, technical staff and SMT worked together to overcome technical issues, but issues of curriculum focus, pedagogy and use of the games were decided by the teachers both individually and in discussion in their games groups. The following provides a breakdown of the activities teachers participated in during the course of the project:
I try my best to resume this book, trying not to erase the important content and trying to give the best information for you. 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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