Moving from one game to the next

USA today released a story about jobs that won’t exist in 2030. Librarianship was on the list. Consequently, my social media feeds – full of librarians – went up in flames. To contradict the story, others wrote opposing viewpoints.

I have no idea whether or not libraries will survive this rapidly changing information age. Most people in education still see the need, but outside of education it’s a different story. Undoubtedly, I see the need for librarians in elementary school especially, but, honestly, I’m not convinced for secondary students.

Of course, I see the need for curated information, research skills, academic honesty, etc. In my experience, though, much of this is already being done (sometimes well, sometimes not) by teachers – not ever thinking about the library. Culture has made the shift. Teachers and high schools students don’t have the time to come to the library (Yes, I know the library must then go to them, and a huge part of librarianship is advocacy, but that’s for another post)

Taking this course, reading this book, and discovering that I don’t really have the personality traits/skills to transform my library for the future, has helped inspire me to leave the profression.  Living in a highly censored country, along with talks of comprising net neutrality in America, made this decision even easier. All in all, I’m excited about teaching in a classroom again, making daily connections with students, and learning new things.

I recently discovered one of the best school librarian’s in the America, The Unquiet Librarian, for some of the same reasons, made the same decision.

With all that in mind, as I look to the future in teaching English Language Arts, I promise my future students that I will not lecture them 40 minutes everyday. I’ll keep this poignant story at the forefront, as I begin to plan my actions for the future.

I also promise to actively tinker with these 3 different frameworks (?)/theories of learning:  Gaming, play, and reverse instruction.  All 3 are open invitations to shake up our industrial aged methods of teaching. I enjoyed delving deeper into the flipped classroom, as it was something that piqued my interest in a previous post

And I do, no doubt, intend to flip my future class to some degree, exploring the use of vodcasts, podcasts, etc.

But, for this post, I’d like to hone in on gaming a little bit….

As a beginning librarian in grad school, I explored gaming in schools. Chris Harris had used games in his own teaching, written some articles and was leading the movement. He’s still leading the way…

As an English language arts teacher, I’d be interested in using games in a few different ways, but I’m particularly interested in using games as an assessment tool. Anybody ever try?

Assessment doesn’t usually leave people feeling excited, but, maybe using it as an assessment tool could change that? As all COETAILers know, most tests don’t accurately measure useful skills needed today. Games might actually give us a better gage of problem solving and data extraction skills.

Looks like using gaming as assessment hasn’t been perfected, and, like anything else, it will take trial and error to get it right. However, it looks promising.

Here are some resources to help us get started.



This entry was posted in Course 4 and tagged , . Bookmark the permalink.

4 Responses to Moving from one game to the next

  1. Ryan Harwood says:

    I’m intrigued. When I hear gaming as assessment I instantly think of all the board games kids made in my classes over the years that were essentially multiple choice or T/F quizzes with a game board and some dice. I’m assuming this is not where you are steering the ship. It looks like I’m headed into the classroom again next year and I’m curious to see where you take this. I’ll be watching closely and borrowing as necessary.

    • Ya know, it seems like there’s a fine line to walk with this gaming idea in education. Not sucking all the fun out of it seems to be the challenge… I’m thinking taking the games they already love and trying to incorporate that somehow…

  2. Cary Hart says:

    Michael, I often wonder if I will feel the same about being a tech integrationist in 5-10 years time? Will it depend on the school I am in? Will it begin to happen everywhere? The article you posted by The Unquiet Librarian got me thinking as well as your comments. this is something that has been on my mind since I began my integrationist journey 6 years ago. Will there be a time in the future where I will not be needed as a “specialist” but as more of an occasional resource, or not at all because there is enough information coming from other sources that teachers/schools don’t need a dedicated person anymore.

    I kind of hope this is my future. That teaching changes in the future so much that I can have more direct contact with students as a mentor, not as a stand in front of the class lecture as you have promised to avoid.

    • Cary, thanks for the comment. I appreciate you sharing your thoughts. I’m with you. I don’t know what the future will bring, as far us being “specialists” but I do know classroom teachers never need to be advocated for… and nothing beats daily interaction with the same students throughout a school year. Building those relationships and learning together is, really, why I got into this gig…


Leave a Reply

Your email address will not be published. Required fields are marked *