Date post: | 13-Jan-2015 |
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Technology |
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Øystein JohannessenDeputy Director General
Computer Games as LearningOslo, 21042008
Computer Games, Curriculum and Educational
Policy
2 Norwegian Ministry of Education and Research
Issues
• ICT: Home use rules• Games and Learning: The Knowledge
Base• Games and the Curriculum• The Road Ahead: Bumpin’ or Cruisin’?• Documentation and references
– www.slideshare.net/oysteinj – http://Oysteinj.typepad.com
3 Norwegian Ministry of Education and Research
Improving our understanding of NML by gathering evidence
3
Cognitive skills development
Social values and lifestyles
Learning expectations
Educational achievement
4 Norwegian Ministry of Education and Research
5 Norwegian Ministry of Education and Research
Q2: How long have you been using computers?
400
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520
540
560
580
600
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Canada Denmark Finland Germany Iceland NewZealand
Norway Sweden OECDAverage
PISA
sco
re
less than 1year
from 1 to 3 year
from 3 to 5 year
5 years or more
6 Norwegian Ministry of Education and Research
PISA 2006: Q3a - How often do you use a computer at home?
Use of PC at home - science
400
420
440
460
480
500
520
540
560
580
Rare/no use Moderate use Frequent use
PIS
A s
co
re
Canada
Denmark
Finland
Iceland
New Zealand
Norway
Sweden
OECD Average
7 Norwegian Ministry of Education and Research
Games and Learning: The Knowledge Base
• Teaching with Games (Futurelab 2006): Structural issues and teachers’ ability to link curriculum and games.
• The Byron Review (2008): – Potential benefit from games in learning.
However, further research is needed– Several barriers to integration of games in
teaching and learning • Games, violence and gender:
– Games can increase aggressive thoughts, feelings and behaviors
– People can separate fantasy from reality– Gender: Women stereotyped and
objectified in some cases (Dill, 2007)
8 Norwegian Ministry of Education and Research
PISA 2006: Patterns of use
9 Norwegian Ministry of Education and Research
Play Games
0
10
20
30
40Finland
Korea
Netherlands
Canada
Japan
New Zealand
Australia
Denmark
Iceland
Austria
Germany
Sweden
OECD Average
Norway
Almost every day
Once or twice a week
Few times a month
Once a month or less
Never
10 Norwegian Ministry of Education and Research
Play games
470
490
510
530
550
570
Korea
Finlan
d
Nethe
rland
s
New Z
eala
nd
Canad
a
Austra
lia
Japa
n
Germ
any
Icelan
d
Sweden
Denm
ark
Austri
a
Norway
OECD Ave
rage
PIS
A s
co
re
Almost every day
Country PISA score
Once or twice a week
Few times a month
Once a month or less
Never
NB: Not adjusted for SES
11 Norwegian Ministry of Education and Research
Games and the Curriculum
• The Byon Review (2008):– Games can support learning in subjects
such as science, engineering, English and history
– Games can act as environments for complex problem solving, supporting concentrated attention and for exploring imaginary worlds
• Norwegian Curriculum (Kunnskapsløftet)– Digital skills are embedded in all subject
curricula– Several competence goals enable the use
of games
12 Norwegian Ministry of Education and Research
Balancing games and curriculum(Emerging Technologies for Learning II, 2007)
Strategy game for problem-solving skills
Games with e.g. simulationenvironment for physic to create theme parks etc
Mismatch game intentionand learning. Games as
”activity only”
Games as rewardand entertainment
13 Norwegian Ministry of Education and Research
The Road Ahead: Cruisin’ or Bumpin’?
• Need to focus on both learning outcomes as well as on creativity, collaboration and communication issues
• Strengthen knowledge base through e.g. testbed research and knowledge dissemination
• Engage teachers through practical examples. Roadmap approach – from testbed to practice
• Dialogue with gaming industry?• Increased use of games in learning must not
reinforce SES or gender differences.
14 Norwegian Ministry of Education and Research
Thank you for listening
Lenke til video
15 Norwegian Ministry of Education and Research
References
• Trygg Bruk-undersøkelsen 2008• The New Millenium Learners Project (OECD)
– Expert Meeting on Videogames and Education
• Futurelab 2006: Teaching with Games• The Byron Review• Becta: Emerging Technologies for Learning II
(2007)• Karen Dill 2007: The Influence of Video Games
on Youth: Implications for Learning in the New Millennium