Middle Level Educators and Online Social Gaming
John Lee, Carl Young, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In this paper, we describe recent developments in online social gaming for children ages 7-14 and consider the implications of these developments for middle level educators. Survey and interview data are being collected and will be analyzed using descriptive statistical and qualitative approaches. Based on a review of the literature and the pilot data, we have constructed a preliminary frame for the study. Although we expect it to evolve during the next phase of research, the initial frame includes three related concepts: online identity, situated-learning, and self-monitoring. Growing numbers of educators believe that game-based technologies hold promise in forging new models of learning and teaching for the formal schooling process. Given the amount of time children are spending in gameplay, new literacy work should take into consideration these environments.
Lee, J. & Young, C. (2008). Middle Level Educators and Online Social Gaming. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1726-1732). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).