It is not the games, but the theory – and in that the archetypes in games; that regardless of the ratio of computers to kids – that makes kids digital refugees – even when using blogs, wiki’s etc.

There is are system, methods and cognitive learning experiences in games that don’t align with the functional literacy world view employed though Blooms that even ‘early adopters’ of technology ‘get’. Instead games are used in the media as ‘notice me’ articles.

There are many people using game theory already, and transforming educational experiences. But all of them are players in mmorpgs and virtual worlds – and most will know the work of Jenkins, Yee, Gee etc., very well to do it.

But when kids use technology in a classroom, to perpetuate functional literacy (digitally) I seriously question how you determine it as being ‘better’, regardless of the ration of computers. Games do not align with Blooms as well as Biggs – but regrettably, and in spite of the depth of literature in game theory – their use is often reduced to the novel.

I believe there is a lot to be said for the allowances that digital text gives to the reader. Our textbooks that we have in the classroom definitely do not adjust or adapt to the reader. It is unfortunate that the lack of technology in our classrooms (due to funding and prioritizing) prevents us from providing the same environment that we would have at home. Many of our schools are years behind technologically – especially when I look across my classroom and see two 11 year old computers that my students have to use.

Kate mentioned a divide – this divide is manifest in so many ways and I think starts with thinking like a digital native v a non digital native. The battle lines seem to really fall in the 30-40 age group, and I being a little older than that fatigue every once in a while keeping up. This divide it significant, and is more about culture than having a 10 -20% fail rate in the ability of people to lead digital lives.

It is unfortunate that the divide between classroom practices/teaching approaches and technology is becoming wider. I fear that schools will never be able to catch up to the world that you hope for your children. Don’t get me wrong- I am not giving up, I just see this divide growing and it is unfortunate that we cannot close it because it is becoming more difficult to find funding to spend on technology.

I’ve just written a post (http://bit.ly/cXkicu) about a personal discovery. When reading from a small iPhone screen, instead of from paper or a larger screen, my reading focus, reading rate, and retention rate all seem improved. This seems counter intuitive, but perhaps it is because I am forced to view only one small chunk of text at a time.

What would happen if we introduced a range of reading options to the learners in our classrooms right from the outset–at the very beginning of primary school?

I just read an article this morning about listening in the digital world. Just another thing to think about as we support our students in the digital world.

Learning Through Listening in the Digital World

http://www.learningthroughlistening.org/Listening-A-Powerful-Skill/The-Science-of-Listening/Learning-Through-Listening-in-the-Digital-World/Abstract/144/

As a teacher, I’m a bit stumped. I teach in a wealthy district, although a high-poverty school. We are lucky to have a fabulous computer lab as well as a several carts of laptops. These are used almost constantly. But with 850 kids that barely scratches the surface of what we need to truly address this. How can schools even begin to teach about this without constant access? How can they get that access without spending tons of money? In tight budgetary times how do we make this happen?