Video Games and their relationship to desensitization and obesity

On many levels, the readings and classmates blogs for this course have really allowed me to see the benefits of some video games. The last few readings have made me start to think about video games and class structure and how/if they intertwine. This reading is stating that studies show that there is a direct correlation between obesity and video games. Do children play video games because they are not accepted socially or are they not in the social mainstream because they are gamers and therefore don't circulate amongst their peers? I would have found it helpful if the studies also followed the diet of these children, and their socio-economic status. Do children who have no parental supervision, poor diets, and no opportunity to participate in sports (for a variety of reasons), spend a lot of time on video games for lack of anything else to do? I feel strongly that parental involvement shapes a child, but it has to begin from the earliest stages.
I feel video games alone cannot desensitize a child into thinking crime is acceptable - a child's values are built over a period of time in a loving, caring environment. Children are not afforded the opportunity to have a simple life. As an educator, I can clearly see the children who have close relationships with their families and they are thriving because of this. I realize that due to the "stuff" of life, people get busy and our priorities go astray but if parents invest in their children's lives, a lot of what is going on in our communities would not be happening.

Changing The Game: What Happens when Video Games Enter The Classroom?

I think it is a definite plus for educational video games to be brought into the classroom. It's motivational for the students and teacher! This will not be the answer to all the needs of every student, every day in our classrooms, but will be an additional opportunity/tool to reach out on a day when a textbook or boring lecture just won't do the job. But once again, when something is compulsory, it takes on a different appeal.

Cultural Models: Do You Want to Be the Blue Sonic Or The Dark Sonic?

I don't think children who play video games each get the same positive/negative benefit of the game they are playing. Just as in reading, we each come away with a different perspective based on who we are and the environment we come from. In speaking to another of my 6th grades classes about gaming, they tell me they are not that into it. Although the first 6th grade class I blogged about said that people don't admit to gaming because there is a certain stigma associated with being addicted to a video game. I asked my students if they feel as if they take on the identity of the gaming character and immerse themselves in the cultural model and they said absolutely not. They play if they feel like it but in no way do they need to feel as if they are someone else. They tell me they much rather play tennis, lacrosse, of golf at the country club. Therefore does ones level of gaming addictiveness have to do with ones socio-economic level? If kids are fortunate enough to have most of life's luxuries, does that make a difference in how they perceive video games? My discussions with my students say yes, but I'm sure there are exceptions. I still feel strongly about giving video games far more recognition then they warrant. There are definite learning styles that may or may not be addressed, depending on individual schools.

Learning & Identity Chapter 3 of Gee

On some level I agree with Gee on many points, but I think that this entire identity play theory can be given far more credit then it should. Some children want to play video games for the simple reason of not wanting to do anything else. Children have to be able to exist within many learning environments - we cannot always customize everything to meet every need. Yes, I want my daughters and the children I teach to be successful now and in the future, but success also means being flexible, cooperative, and well-rounded. I think Gee over analyzes the entire topic in his learning principles. Yes, if I can relay my objective to my class more clearly in a video game, that's fine - but it is not realistic to think that the learning style of each child can be addressed all the time. When I am on Club Penguin, I see it as simple fun. Of course, a child of 6 or 7 is challenged by it on some level, but I don't think video games deserve the erudite credit Gee places upon them.

New Literacies Follow Up

This morning I decided to follow up yesterday's blog by speaking to my 6th grade about new literacies. I explained the term to them and they totally got it! First we brainstormed video games that each of them play, discussed if they were violent/appropriate, talked about new literacies, if any, specific to each game, and I then asked them how much time they spend each day on their favorite game. They were clearly hooked because it is something that each of them gets. Each student, regardless of their academic skill level, has a certain expertise in "their" game. I ended by telling them we will all go on miniclips next week.

New Literacies

This is a lot to assimilate but so on target! I teach in a Pre K through 6 school and my classroom is a library/computer lab, otherwise known as the Media Center. I am fortunate in that I have the resources to apply the "stuff" of new literacies every day - but it is a daily learning experience for myself and my students. It is a lot to keep up with but I wouldn't trade it for any other position. The excitement and self confidence I see in my students when they are able to apply/explore these new literacies makes it a pleasure to be an educator. I feel better able to reach all of my students - each with their own"literacy" specialty - no one feels out of the loop. When they leave me at the end of our 40 minute period I know I have reached each of them in some way. New literacies better enables us as teachers to explore new ways to reach children that may not be reachable if we were teaching in a traditional manner. I collaborate a lot with other teachers in my school, for the benefit of the children, to bring everything together for the best learning experience. When my class comes into the Media Center and I tell them we will be working exclusively on computers, it is always a success. Learning should be exciting and if our students are savvy at these new literacies then let's use this skill to it's best advantage.
However, what about kids that attend a school that doesn't have the latest technology? I do think they also learn "new literacies" on their own through video games but probably without supervision. How will these different groups of kids come together at some point and be able to blend what skills they each own? I don't think it will be much different from life as we have known it - the things we grew up comfortably with in the same way my daughters are so in touch with all this technological literacy. I can make a lunch date with a cousin and her children (who my girls have never met) and in an hour my girls have facebooked their children and have become "friends." As parents and educators we have to be involved. My daughters know that if I cannot access their facebook then the laptops are mine. I'm sure when my girls are a bit older I can afford them more privacy, but not yet.

Semiotic Domains: Is Playing Video Games A "Waste of Time"?

This chapter has certainly allowed me to see the positive characteristics of video games. Gee, along with all the new jargon introduced, helped me to see video gaming as something educationally legitimate. We have been programmed to believe that if something is purely entertaining, which video games have been categorized as such, then they cannot possibly be of any educational value. I tend to believe otherwise, not only from this reading, but also from my own recent experience on Club Penguin. Although I realize that many video games exhibit violence, Club Penguin is devoid of such characteristics. It is more of a lighthearted "semiotic domain," whereby children learn how to navigate through a totally new world, cooperate with an unknown group of people who are somewhat in alias, learn how to problem solve on the island of Club Penguin (through many games, etc., i.e. dance contest, cart racing, ) and become familiar with it's design spaces.
Yes, it is difficult for today's school to compete with video games - children no longer want to just sit and listen to a lecture or have us model a skill for them - they want to be involved from the minute they walk into a classroom. Video games have changed the way we have to take on our role as school, teacher, parent, etc., as we move forward.