I have to disagree, however, with a point Mr. Warlick made about (to the effect) that the environment is not as important as the 'problem solving' aspect ("playing tag, more than the military aspect"). I think environment is far more influential in students' minds... I'd hate to desensitize students to the long-term effects of some actions by highlighting short-term (entertainment) benefits.
I'll need to check out these links: http://seriousgames.org/ and http://gamesforchange.org/ for more info...
Use http://scratch.mit.edu/ (demonstrated) and http://www.alice.org/
How to use the qualities of games that students enjoy in the classroom:
Native Information Experience:
- Is responsive
- Provokes communication
- Is fueled by questions
- Values personal experience and identity
- Demands personal investment
- Values safely made mistakes
- Measures accomplishment
- Rewards with audience and attention
"Plugging It In".... Identify role of teacher and role of students. (Good strategy: "I'm having trouble... can YOU (students) make a movie trailer to excite next year's students?"). Students solve problems in this way...
