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As I re-analyze the information I gathered, I quickly gained a deeper respect for using games within my classroom. While, I already used technology daily, I did not fully realize the value media was playing on my own students. I did not fully understand how much they looked forward to ReadWorks, MobyMax, Prodigy, ABCya, Accelerated Reading/Math programs, PBSkids, and more actually played in my own classroom. Easily as a teacher I can incorporate media literacy daily. Using this wide array of multidimensional media and modalities my students are exposed to literacy. My data shows explicitly the powerful impact games are having on my students. Specifically, I want to choose to focus on the positive impact learning games are having on my students at school. I also will continue to give students access to spelling city, moby max, and other great sites at home. While I cannot control the video games they play at home, I can reinforce software that offers students visuals, audio, with multimodal texts that they find engaging. I have gather information from the interviews to conclude that my students become motivated learners who eagerly are engaged in learning when I take a simple story and upload on Kurzwiel and have it digitally read to them in vivid texts. My goal is to expand traditional literacy.

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Tommy, 9 yrs/3rd grade

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Johnny, 8 yrs/3rd grade

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Four students from my 3rd grade class were interviewed independently in order to gather an "inside" scoop on how they perceive video games in relation to literacy. Each interview was conducted in a professional manner and took place inside the classroom. My goal for this activity was to gain a true depiction of how students view video gaming and how they perceive gaming in relation to education and specifically towards literacy. Interviewing each student was quite interesting. I thoroughly enjoyed chatting with each student, taking extensive notes and analyzing the information I found. Prior to the interview, I completed my own research to find out more about the video gaming world. This was of particular importance since I am not a gamer. Therefore, I needed to do homework on the topic before beginning the interview process. I also created and developed 5 questions that I felt brought value to my assignment prior to sitting down with each child. I also purposely selected 4 students that I knew were game lovers. I believe this part of the process allowed the interview to go more smoothly. I was very prepared for the interview, however I found the children's responses to be surprisingly more in depth than I had expected.

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Educator

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1) What is your favorite video game to play?

2) Do you believe this is a learning video game or just for fun?

3) Do you have to read independently, listen and comprehend, type out responses, or verbally respond to the video game?

4) Do you feel we should use video games more often at school? WHY?

5) If you were a teacher, how would you use video games at school? Support your opinion with 3 details.

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Similarities:

Much to my surprise, all of the students expressed their agreement that video games should offer some kind of learning experince. All of the students shared that the games they play both at school and home provided them with some type of literacy. Each student gave an account of either reading, listening, typing, verbal speaking, matching words, following given directions, etc. The students also believe that games should be used at school in some type of capacity because they felt that games are a good way to learn information "faster." The students also gave details as to why games are helpful to them as learners. I was even shocked when student 4 said, "I learn more from the game than a book." When I responded with, "Wow! You do, what about me? Do you learn more from a game than you do me?" He quickly without any hesitation said, "Yes. I know I have to listen to the game to know what to do." Of course, I reminded him, "That is true, good point. Let's also remember that you have to listen to my directions to know what to do as well." He agreed thankfully!
Differences:

In contrast, the students enjoyed many different games. In fact, most of the games I had never even heard of. The amount of time that the students spent on games also greatly differed. While students 1 and 2 spend hours a day at home on video games, student 3 stated her parents only allow her 30 minutes per day. Student 4 shared that he plays video games with his older brother but that his teenage brother spend more time each afternoon playing on the system than he does. Of course, their responses were also very different. Student 1, 2, and 4 felt that we should spend more time on games at school, while student 3 thinks we spend enough time on them now. Their responses to question 5 were also entertaining. Each student had his/her own thoughts of how we would use video games at school if they were the teacher. Student 1 stated, "We would not have any in Science books anymore. I'd find us a Science game to play." Student 2 expressed her love for games and thought it would be a good idea to play games instead of having recess outside because of the heat and sometimes it rains. Student 3 agreed with my center time for game and feels it should stay the same, while student 4 said, "No more homework and no more tests! We are only going to play game where we can learn all day. My kids would be smarter than yours."

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Sally, 8 yrs/3rd grade

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Jane, 9 yrs/3rd