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I would simply reassure the parent(s) in the most teacher way possible that learning does occur and will always be my goal in my classroom. I would show her research based off of game based learning and maybe quantify results from students with surveys or test results. Hopefully the amount of research that Marzano group and others have done in regards to game based learning and its benefits in retention and engagement.

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I have actually used game-based learning in my science classroom by using the PHET website. It is an amazing resource if there are other science/STEM teachers out there. Some of the resources have game-like activities with true-to-life physics, such as a game that challenges you to land a spacecraft on the moon, and another that is sort of like shuffleboard but teaches students about motion and forces. I did have one parent email me about this and they were skeptical that this was effective. I essentially said that I understand your concern but can assure you that students are learning from the game. I explained what we were learning in class and how it relates to the game, and cited specific standards that the game addresses. They ended up agreeing that they game would help their student learn (and they also admitted that they spent an hour playing the game by themselves that night!). I think that as long as you can justify the reason for the game and cite specific standards/learning goals that the game addresses, parents will generally be receptive to it.

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I think I would explain to the parent the educational purpose behind the game that we were playing. I would even give the parent a link or the resource so they were able to play the game on their own so they can see the educational value behind the game. I would also give them more insight on what we are learning in class so they can so how it relates. If the parent still refuses to have their child play a game, I would find an alternate assignment for their student to complete so they are not missing out on the lesson objective. I think communication with the parent would hopefully take care of most issues they have.

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I haven't yet read any of the other responses above but my guess is that my own response would be quite similar. I would simply address the complaints head-on as a professional, and explain to parents that gaming is a valid educational tool. It might also be helpful to note that children are fascinated by games and that you are trying to engage them by using this medium. Personally, I'm also not above inviting the parent into the classroom or showing them how the game works. I am using a new instructional method for Spanish in my classroom this year and after an informal visit last month, my Principal said "Wow, I actually understood what you were saying!" By showing parents and administrators that concrete learning has occurred, you may be able to quell some of the criticism.

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Like anything I do, I would explain the importance/point of the game and how it relates to the unit we are studying. I have had to justify the resources I use in class before, and can easily show how that student has shown understanding of material through the use of the game used in the classroom.
I would also encourage the parents to try the game for themselves so that they can see the benefit behind the game. There are so many students who spend hours playing games, that it is crucial to relate their learning into something that they enjoy so thoroughly.

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Like anything I do, I would explain the importance/point of the game and how it relates to the

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Like anything I do, I would

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This issue is kind of a tough one for me to respond to as an art teacher. In all reality, I agree that games can be a very beneficial way to teach. However, I also feel that games have their place. In an art room, this place is not completely understood by me yet, so I wont comment on that aspect further. I do feel that games have an appropriate place within the classroom though, and that this place shouldn't over power or overtake all other kinds of learning. In my experience, kids these days have their eyes glued to a screen for many hours of the day. Even though this seems to be the way of the future, that isn't necessarily a positive thing. No matter what the future has to hold, I feel that kids must learn to make eye contact with people, have a deep conversation with another person, and write how they feel with a pen or pencil on a piece of paper. The tactile and real aspects of these ways of communicating are being lost because of an overuse of screens, and I feel that they are essential for good/effective communication and human development. If games become the primary way of teaching then I feel that they are a negative tool. If they are used in a balance way, then I definitely think they can be a great way to teach our children any subject, including art.

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I went to bat with my mother, when she was my nephew's guardian. I told her that using console video games would improve the issues that I saw with my nephew's coordination skills.
The outcome that I was able to convey to my mother was that my nephew improved his hand-eye coordination and his overall motor skills improved as well.
The point I am making is that anything can be used to improve a student if used in a healthy way.
My mother and I worked together to keep the video games as a healthy alternative to sports for a shy and asthmatic boy that desperately needed the help.

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I would explain to parents that the games that I use are geared to the same standard that I am teaching in my classroom. The games are an engaging way for students to practice the skill. In math, I use games during many of my lessons. It allows students to practice the skill without attaching a grade to it. They can miss problems and not get too down on themselves. They will also try harder to fix their mistakes because then they will win the game. If they miss problems on a worksheet there isn't anything to motivate them to fix it other than myself. The games are still teaching their child the skill, but in a different way. All students have different learning styles and this helps to reach all of those students.

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I would reassure the parent that this an educational tool and would provide the research that provided that information. Also, I
Would explain to the parents that their child is working on skills that are standard base while working/ playing the game.

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I would address the complaints head on, and invite the parent to engage with the game. I would also highlight which standards and competencies the game addresses and share how these games allow students to interact with the curriculum. There was once a push to have more hands on activities in classrooms so students could engage more with educational material. This is the next step in that process. Virtual learning allows students to progress at their own pace, be challenged once they’ve mastered key concepts, and even reconnect with previously learned material. I would also highlight how these games are used to compliment classroom lectures, activities, and presentations. I know a lot of teachers use iPad and computer time as motivation for students to stay on task. When students complete classroom assignments, they get to use technology to do activities and games. To me, this is more effective than handing our pencils and erasers as prizes, because it continues the learning process. I would also remind the parents that, unlike quizzes and tests, these games can give students immediate feedback and give them the opportunity to correct their mistakes and build confidence in the subject matter.

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Every generation brings with it new challenges and especially in education. Today's generation is fast paced and technologically motivated. Using games helps us to get big ideas across without students even realizing they are learning. When students are having fun, they tend to pay attention and participate more than when they are bored. So they are not just playing games, they are learning while having fun

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In this situation, I would explain to the parent with the concern my reasoning behind using those activities. When parents communicate with the school, they want their concerns to be validated. Some games do not promote a learning environment. However, that does not pertain to all games available for use in the classroom. I have used games in my classroom to supplement the learning. The games create a positive learning environment that allows connections to be made.

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First, I would encourage parents to look at student achievement when game based activities are applied. In my experience, students who are motivated to participate in game based activities typically have higher achievement than those who are not. I would also encourage parents to visit the classroom to get a feel for how students respond to game based activities. Personally, I have never been a fan of letters of complaint - if there is an issue, come directly to the source, don't hide behind a letter. That's my rationale for inviting them to the classroom. On a lighter note, if a student's parent is in his/her class, typically that student will find it embarrassing and beg for the parent not to come back.

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We began having an iPad station for my preschoolers to play at every Tuesday and Friday. When we first began doing this, we did actually have a parent question how playing a game was going to help her son be Kindergarten ready. I showed her the few apps that we were using in the classroom and how they included games to help her child with sequencing, patterns, letter and sound recognition, number sense, and more. Once she actually saw how these games were helping teach her child the necessary skills he needs to know for Kindergarten she was very supportive. In the above situation, I would do the exact same thing. Most games that are played in school relate in some way to a unit or skill that is being learned. By showing the parents how these games are educating their children in a fun way, I think they will become more supportive of them.

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Although I'm not in K-12, the responses that I read seem logical. By being professional, demonstrating achievements gained from game-based learning, using game-based learning as a tool for tactile learners, and not having games overtake the majority of the learning, these strategies can address parent concerns. I've used gaming to simulate real-life scenarios and it's been very effective.

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I would give the parents a chance to come in and view the game.  I could explain the reason behind it and show them how to play it on our projector.  If they don't show up, they don't have the right to complain!

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My response is reassurance in the validity of games as a way of teaching a concept, a request for their trust in my expertise as a professional educator, an invitation to visit my classroom and observe the students in action, and (eventually) data showing the progress made by our students

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Last year I worked in a district that aligned our professional growth goals to one of Marzano's elements. I chose to incorporate academic games. In the younger years, it's easy to find academic games, especially ones that use technology, to intertwine the standards with high-engagement activities.

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If I integrated game based learning into my lessons, and then received complaints from parents, I would direct them to research that supports gaming in the class. In addition, I would invite them to visit the class in order to watch the children in action and to witness the active learning that's taking place. Lastly, I would provide the parents with information that show the achievement gains since implementing game-based learning.