Video Games in Education: Why They Should Be Used and How They Are Being Used
Theory Into Practice Volume 47, Number 3, ISSN 0040-5841
Today's K-20 students have been called, among other names, the net generation. As they matriculate through the education system, they are often exposed to materials and manipulatives used for the past 40 years, and not to the digital media to which they are accustomed. As student scores continue to regress from Grade 3 to Grade 12 and technical jobs once housed in the United States continue to be outsourced, it is critical to expose and challenge the Net Generation in environments that engage them and motivate them to explore, experiment, and construct their own knowledge. The commercial popularity of video games is beginning to transpose to the classroom; but is the classroom ready? Are teachers and administrators ready? This article provides a practical rationale for and experiences with integrating video games into the K-20 (kindergarten through graduate school) curriculum. (Contains 2 figures and 1 table.)
Annetta, L.A. (2008). Video Games in Education: Why They Should Be Used and How They Are Being Used. Theory Into Practice, 47(3), 229-239.
Cited ByView References & Citations Map
Tuulikki Keskitalo, University of Lapland, Faculty of Education, Centre for Media Pedagogy, Finland; Heli Ruokamo, University of Lapland, Finland
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 341–348
Patricia Arter & Francis DeMatteo, Marywood University, United States; Michelle Gonzalez, William Paterson University, United States; Tammy Brown, Marywood University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1783–1786
David Vallett, University of Nevada Las Vegas, United States; Leonard Annetta, George Mason University, United States; Richard Lamb, Washington State University, United States; Brandy Bowling, North Carolina State University, United States
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Erin Peters Burton, Wendy Frazier, Leonard Annetta, Richard Lamb, Rebecca Cheng & Margaret Chmiel, George Mason University, United States
Journal of Technology and Teacher Education Vol. 19, No. 3 (October 2011) pp. 303–329
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