Are you a teacher interested in using games in the classroom? Help design a new Professional Learning Community (PLC) at the Learning Games Network.

The PLC will provide a forum for teachers to share experiences and ideas for using existing games in the classroom, as well as discuss ideas and concepts for where games could fill gaps and niches in curricula. Teachers involved in technology will also have the opportunity for professional development in workshops with developers and producers.

Be sure to fill out the short survey to share your interests and sign up for more information. Pass this on to other educators interested in games!

Sylvia

How are Digital Games Used in Schools covers  the use of games in schools in Europe: video games, computer games, online games that run on consoles, computers, handhelds or mobile phones.

- Full report (180 page PDF) – English version
- Synthesis report (40 page PDF) – English version

The researchers interviewed over 500 teachers, 30 decision-makers, and included 6 case studies and a review of the scientific literature. They came to some interesting conclusions, both from a teaching and learning standpoint.

• “The teachers who are involved in these practices leave nothing to improvisation in their pedagogical use of these games; on the contrary, they prepare them very carefully.”
• “Experiments in the classroom use of games are bringing teachers together in a community of practice, and associating the whole educational community and parents around the pupils’ achievements.”
• “Practices centred on games rehabilitate more traditional teaching tools in the eyes of the pupils.”

European Schoolnet also established a social network as part of this study for teachers interested in using digital games in the classroom.

From the conclusion – “The investigations that have been made show that electronic games favour a way of learning that is particularly in tune with the modes of learning now regarded as effective. The table below summarizes several major principles of learning that are now known and recognized. It relates them
to the characteristics of electronic games and the modes of use that they generate. The correspondences that
emerge argue in favour of a‘re-opening of the case’ [of using digital games in the classroom].”

- Full report (180 page PDF) – English version
- Synthesis report (40 page PDF) – English version

Sylvia