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The following page is extracted from a recent lecture delivered by David
Buckingham, Professor of Education at the Institute of Education, London
University:
SCHOOLING THE DIGITAL GENERATION
POPULAR CULTURE, NEW MEDIA AND THE FUTURE OF EDUCATION
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“James Gee’s recent book What Video Games Have To Teach
Us About Learning and Literacy is a symptomatic case in point. Gee
argues, quite correctly, that computer games involve a wide range
of learning processes; and from his account of his own experiences
of game-playing, he derives a cogent set of learning principles that
provides some important challenges for educators. However, he is so
keen to use computer games as a stick with which to beat the formal
education system that he ignores many of the limitations of gaming.
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He establishes a hierarchy of value, whereby ‘good’
games are those that follow his principles, while games that do not
are barely considered. In fact, academic work on game players suggests
that play frequently involves a considerable amount of pointless frustration
and wasted time
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Games may well involve ‘active learning’, but it would
be simplistic to assume that ‘activity’ in itself makes
them a valid model for learning in general. Schools may provide many
more opportunities for ‘informal learning’ than critics
like Gee are prepared to allow.
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Furthermore, it is not clear where this analysis leads in terms
of educational practice. Some advocates of games in education seem
to imply that games hold the key. But this is to ignore the considerable
logistical difficulties – in terms of time, resources and training
– that the widespread use of games would entail; and the fact
that many young people (perhaps particularly girls) might well be
excluded by such initiatives .
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In fact, games are a very effective way of providing certain kinds
of learning experiences, such as simulations; but simulations are
bound to remain superficial if they are not also informed by an understanding
of the broader principles at stake.
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We need to make much clearer distinctions here in terms of the specific
educational potentialities of different media, rather than falling
back on generalised claims about their overall cognitive or motivational
benefits.
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The advent of digital technology has presented many new challenges
and opportunities for education. Yet the idea that technology in itself
would radically transform education – and even result in the
demise of the school – has been shown to be an illusion. Despite
massive expenditure on the part of government and intensive promotion
by industry, few teachers have made much use of technology in their
teaching; and where they have done so, there has been little definitive
evidence that it has contributed to raising achievement.
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In their leisure time, children are encouraged to see themselves
as active participants, navigating their way independently through
complex multi-modal media environments. Yet in school, they are largely
expected to function as docile recipients of pedagogic delivery. Ultimately…
we need to stop thinking merely in terms of technology, and start
thinking afresh about learning, communication and culture”
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