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Serious Play is a comprehensive account of the possibilities and
challenges of teaching and learning with digital games in primary
and secondary schools. Based on an original research project, the
book explores digital games' capacity to engage and challenge,
present complex representations and experiences, foster
collaborative and deep learning and enable curricula that connect
with young people today. These exciting approaches illuminate the
role of context in gameplay as well as the links between digital
culture, gameplay and identity in learners' lives, and are
applicable to research and practice at the leading edge of
curriculum and literacy development.
Digital devices, such as smart phones and tablet computers, are
becoming commonplace in young children's lives for play,
entertainment, learning and communication. Recently, there has been
a great deal of focus on the educational potential of these devices
in both formal and informal educational settings. There is now an
abundance of educational 'apps' available to children, parents, and
teachers, which claim to enhance children's early literacy and
numeracy development, but to date, there has been very little
formal investigation of the educational potential of these devices.
This book discusses the impact on children's learning when iPads
were introduced in three very different early years settings in
Brisbane, Australia. It outlines how researchers worked with
pre-school teachers and parents to explore how iPads can assist
with letter and word recognition, the development of oral literacy
and digital literacies and talk around play. Chapters consider the
possibilities for using iPads for creativity and arts education
through photography, storytelling, drawing, music creation and
audio recording, and critically examine the literacies enabled by
educational software available on iPads, and the relationship
between digital play and literacy development. iPads in the Early
Years provides exciting insights into children's digital culture
and learning in the age of the iPad. It will be key reading for
researchers, research students and teacher educators focusing on
the early years, as well as those with an interest in the role of
ICTS, and particularly tablet computers, in education.
Serious Play is a comprehensive account of the possibilities and
challenges of teaching and learning with digital games in primary
and secondary schools. Based on an original research project, the
book explores digital games' capacity to engage and challenge,
present complex representations and experiences, foster
collaborative and deep learning and enable curricula that connect
with young people today. These exciting approaches illuminate the
role of context in gameplay as well as the links between digital
culture, gameplay and identity in learners' lives, and are
applicable to research and practice at the leading edge of
curriculum and literacy development.
Digital devices, such as smart phones and tablet computers, are
becoming commonplace in young children's lives for play,
entertainment, learning and communication. Recently, there has been
a great deal of focus on the educational potential of these devices
in both formal and informal educational settings. There is now an
abundance of educational 'apps' available to children, parents, and
teachers, which claim to enhance children's early literacy and
numeracy development, but to date, there has been very little
formal investigation of the educational potential of these devices.
This book discusses the impact on children's learning when iPads
were introduced in three very different early years settings in
Brisbane, Australia. It outlines how researchers worked with
pre-school teachers and parents to explore how iPads can assist
with letter and word recognition, the development of oral literacy
and digital literacies and talk around play. Chapters consider the
possibilities for using iPads for creativity and arts education
through photography, storytelling, drawing, music creation and
audio recording, and critically examine the literacies enabled by
educational software available on iPads, and the relationship
between digital play and literacy development. iPads in the Early
Years provides exciting insights into children's digital culture
and learning in the age of the iPad. It will be key reading for
researchers, research students and teacher educators focusing on
the early years, as well as those with an interest in the role of
ICTS, and particularly tablet computers, in education.
Digital Participation through Social Living Labs connects two
largely separate debates: On the one hand, high speed internet
access and associated technologies are often heralded as a means to
bring about not only connectivity, but also innovation, economic
development, new jobs, and regional prosperity. On the other hand,
community development research has established that access by
itself is necessary but not sufficient to foster digital
participation for the broadest possible range of individuals.
Edited by leading scholars from the fields of education, youth
studies, urban informatics, librarianship, communication
technology, and digital media studies, this book is positioned as a
link to connect these debates. It brings together an international
collection of empirically grounded case studies by researchers and
practitioners from diverse backgrounds. They advance knowledge that
fosters digital participation by identifying the specific digital
needs, issues and practices of different types of communities as
they seek to take advantage of access to digital technologies.
Collectively, these cases propose new ways for enabling residents
to develop their digital confidence and skills both at home and in
their local community, particularly through a 'social living labs'
approach. The book is organised around key focus areas: digital
skills enhancement, youth entrepreneurship, connected learning,
community digital storytelling, community-led digital initiatives
and policy development.
How a popular entertainment genre on YouTube--Let's Play videos
created by Minecraft players--offers opportunities for children to
learn from their peers.Every day millions of children around the
world watch video gameplay on YouTube in the form of a popular
entertainment genre known as Let's Play videos. These videos, which
present a player's gameplay and commentary, offer children
opportunities for interaction and learning not available in
traditional television viewing or solo video gameplay. In this
book, Michael Dezuanni examines why Let's Play videos are so
appealing to children, looking in particular at videos of Minecraft
gameplay. He finds that a significant aspect of the popularity of
these videos is the opportunity for knowledge and skill exchange.
Focusing on Let's Play practices, the videos themselves, and fans'
responses, Dezuanni argues that learning takes place through what
he terms peer pedagogy--a type of nonhierarchical learning that is
grounded in the personal relationships fans and players feel toward
one another. Moreover, the Let's Play platform is part of a larger
digital ecosystem that enables children to learn from one another
in unique ways. Dezuanni explores how Let's Players enable learning
opportunities, examining digital literacies, the Let's Play genre,
and peer pedagogies. He then presents case studies of three
successful family-friendly Let's Players of Minecraft:
Stampylonghead, StacyPlays, and KarinaOMG, microcelebrities in a
microindustry. Dezuanni analyzes the specific practices and
characteristics of these players, paying particular attention to
how they create opportunities for peer pedagogies to emerge.
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