Education Week posted an article today entitled, “It’s Not What Natives Do, It’s Why They Do It” by Ian Quillen. The article focuses on ISTE speaker David Warlick of the Landmark Project. Warlick suggests that educators should be less concerned with the type of media that digital natives use and focus more on why they use it. The “gamification” (I HATE THAT WORD!) of the classroom is a popular buzz phrase recently in the world of student engagement. Warlick rightly points out that simply including more education based games is not a silver bullet. Instead, researchers should be trying to identify the particular aspects of games that the students really enjoy. Warlick contends,
“If we could identify some of those elements and integrate those … if we could crack the code … and then use that to hack the activities we’re doing in our classrooms, then maybe we could create more learning activities that are relevant to today’s children,” Warlick said.
In “Stratosphere”, Fullan makes a similar argument. The technology alone does not improve student learning. Technology must be a tool for engagement and making learning easier. Good pedagogy and strong teaching must be coupled with technology for it to be truly effective. Quite frankly, gaming alone in the classroom is a cop-out. If we crack the code and apply the “hook” to different lesson activities, we have the potential to really affect student outcomes.
If we simply push more games we risk two potential problems. First, we began pandering to our students. Games simply for the sake of engagement pacifies but does not necessarily teach. Secondly, we provide a market for the big ed companies to swoop in with prepackaged platforms that do not involve any form of local feedback or input.
Educational leaders must cognizant of Warlick’s suggestions as they formulate working plans for 21st Century Learning. The tools alone will not do the job. Tech should engage and make learning easier but it cannot substitute for teachers. Games have many lessons to teach and we should look to apply those ideas to our teaching practices. The focus should not just be on what tools they like to use but why they like to use them.