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Chapter 9 Summary
Links to Digital Games
Further Reading and Interest
"That moment of fusion between unlimited resources and a bounded environment creates a space that does not simply
allow for imagination, it requires it. Only when we care about experimentation, play, and questions more than
efficiency, outcomes, and answers do we have a space that is truly open to the imagination.
And where imaginations play, learning happens."
Thomas and Brown (2011, ch. 9, p.118)
In what ways do you agree and/or disagree with the above statement? Does play at school need to include digital games? Provide examples from your own experiences.
How can teachers best model positive, collaborative uses of digital games to support and enhance learning without needing to be gaming experts?
In his video
Digital Games, Learning and Literacy,
James Paul Gee discusses situated and embedded learning (3:25). Situated and embedded learning is the ability to solve problems with what you know, using facts and information as tools for problem solving.
How would you connect Gee's concept of situated and embedded learning with Thomas and Brown's definition of questing disposition? What implication do these new ways of thinking and problem solving have on the classroom?
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