Er is een nieuw rapport over het gebruik van games in het Amerikaanse onderwijs. Hiervoor bevroeg men 694 Amerikaanse onderwijzers en leerkrachten uit middenscholen (tot 14 jaar). Veel van de cijfers zijn wel interessant maar niet per se bruikbaar voor ons. In het onderzoek maakte men echter ook profielen van leraren en hun houding tegenover games en dit is mogelijk universeler:
Meer uitleg over deze profielen:
These are teachers who are not gamers themselves and report fairly low levels of comfort with the technology. This group, which made up about 20% of the teachers that use games, is the most conservative when it comes to using games and the most likely to use personal computers versus tablets or game consoles.
Still, the report found, “While Dabblers hold lower confidence in the efficacy of digital games to teach 21st century skills than the others, they are still more likely to indicate positive or no changes than negative changes in student behavior and classroom management as a result of” game-based teaching.
Perhaps the oddest group to consider, “The Players” were a group of teachers — about 23% of teachers that use games — that play games themselves but rarely use them in class. This group turned out to be the teachers who use digital games the least and, although the research cannot draw a direct connection, it may have a lot to do with where they teach.
The report found that, these teachers “Face many barriers when using games with students—the highest reported among all groups—and receive the lowest levels of support from parents, administrators, and fellow teachers.”
One key thing seemed to separate the Barrier Busters from The Players and that was faith in the power of games to teach. Like The Players, these teachers are themselves gamers and also face significant barriers — money, time, etc — to implementing games.
But unlike The Players, Barrier Busters aggressively seek out information about how to integrate games into the classroom and are very likely to use them.
Barrier Busters “provide students with access to the greatest variety of game devices and genres. They also use digital games at significantly higher rates than their fellow [game-using teachers] to deliver curricular content and assess students.”
The last subgroup the report identified were those teachers who did not need much support or professional development to implement games. These teachers, The Naturals, have access to supportive communities and use their games for many of the most creative purposes.
As the authors put it, “Report a moderately high variety of game device and genre use. Notably, this is the only profile that uses games to deliver core content more often than supplemental content.”
Op basis van deze 4 profielen keek men ook wie voor welk doel games gebruikte:
Er verscheen trouwens ook net een nieuw e-book over games in het onderwijs, check mijn Engelstalige blog.