Case Study #2 Blog #5

Savannah Cameron
This case study was particularly interesting to me. I watched as the students
played their games, and thought about their behaviour. They were attentive and
well behaved, I think this is because the games not only related to their program of
studies and their curriculum, but, they were also playing games that they saw as
fun and relevant to them in their home life. The students level of enthusiasm and
attentiveness in this case study helps to embody what meaningful engagement is,
they were learning while being engaged not just playing.
The teacher in this case study states explicitly that it took her a great deal of
time to develop these games in a way that she can manage the class and keep
them on track with what they need to be learning. I think it a lot more planning
went into these revamped games than the cameras allow viewers to see. Although I
know activities like these require a lot more planning than the short clip alluded to, I
do love the idea of bringing games into a classroom.
Once GHI begins our practicums we will have the benefit of seeing the results
of some of the planning our teacher associates have already begun to build.
Unfortunately, GHI will most likely not have the chance to see how our teacherassociates have reshaped or revamped their planning around the personality of
their class and/or specific students. I do think is important for each of us to ask
about it though.
Implementing activities like the ones shown in this case study require a
teacher to take into consideration the appropriate and inappropriate uses of

technology in a classroom; which may include deterring the use of their hand-held
gaming devices as products for bullying and/or watching inappropriate content. I
would give consideration to these two areas as I plan my lesson and instruction.
Another consideration, I would make is: where the devices and games are coming
from. Personally I think bringing in games like Sudoku or Yahtzee are great for
problem solving. However, I would be a bit apprehensive when it comes to handheld
personal gaming devices. In addition, I would need to add in my own rules about the
games to ensure that the students are using them as directed and in a way that
encourages learning and not just winning.
After watching this case study, one of my instructors explained how she had
Game Day every Friday for every class, for every grade and for every year of her
career. This instructor divulged that while her former students thought it was just
Game Day she had actually devised ways of incorporating the past weeks review
into the games. I love this idea, and can see myself doing something similar in the
future. I think games are an amazing way to evaluate your own teaching and
assess learning.
After listening to my game-day-Friday- instructors lecture, I have decided
that revamping what the teacher in this case study has done with her classroom
and combining it with the Friday-Game-Day approach would be an effective way
to both engage students in learning, as well as provide an effective assessment
tool; as the games themselves would have to function as an assessment tool.
Checking in periodically or formative assessment, peer assessment and personal
assessment can all be accomplished through games. Personally I would build this
assessment into the games.

As I stated above it is my personal belief that the class as a whole should join
in on games or split into groups but, unless I am presented with a compelling
argument that just I cant ignore, I will never, that is without special circumstances,
allow the use of personal gaming devices like the Nintendo DX featured in this case
study to be present in my classrooms as part of a lesson. I have a few reasons for
this.
I believe that allowing personal gaming devices especially, ones that have
been brought from home in the classroom destroy the social aspects of learning.
Part of my teaching philosophy is that children are sent to school as a means to
learn, but also as a means of learning how to socialize. Collaboration,
communication, teamwork, team building, fellowship, sociability, kindness,
empathy, cooperation, respect--the list goes on, are all qualities and skills that
children learn within school and by working together. By going to school students
are learning the concept that encompasses all of these people.
I believe there is a time for individual class work; games like Sudoku are
great for individuals. However I just dont like the idea of isolating students with
electronic gaming devices. This is something that has challenged my personal
teaching philosophy. In addition, I am struggling with how a teacher can assess
what a student has learned from a gaming device, no matter what the content of
the game teaches. How can a teacher ensure that the student is learning from a
personal device? Checking in, or formative assessment is an option but, how does
the teacher collect information? Do you base it off the level achieved in the game?
How can you ensure that the student hasnt just used a process of trial and error to
move on within the game without having to understand the material? If a teacher
were to use a virtual game or the levels achieved within it as a form of assessment

or evaluation for students the validity and reliability may be compromised. The
teacher would be assessing the students ability to progress in a game rather than
the learning that has taken place.
I adore the idea of bringing games into my classroom, especially as an
assessment tool. I think the games played an essential role in the enhancement of
learning however, I think teachers need to be aware that not all games are created
equal and that some students may just be learning how to win rather than learning
how to do the subject matter.
I think this case study challenged me as an individual and as a future
educator. It challenged my personal philosophy while expanding it in other ways.