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Play is the Beginning of Knowledge
PROCEEDINGS

, University of Calgary, Canada

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper seeks to explore the role of play in teacher education and ongoing professional development. Specifically, this paper examines the potential place of digital games in formal education, and how and why teachers need to play these games. Each new technology brings with it different forms of knowing and learning, as well as different things to know and learn. Digital games are a new technology. When considering linguistic literacy, we normally assume it to include an ability to speak, understand, read, and write. Literacy includes an ability to both consume and produce. Several reasons to advocate games literacy will be discussed in this paper, including advantages gained through new connections between learners and teachers that become possible as a result. Teachers must become literate in this new medium, and, if teachers are to become "games literate", that must include actual first-hand game experience. Teachers must play games. This paper will explore ways that this can be accomplished.

Citation

Becker, K. (2007). Play is the Beginning of Knowledge. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2387-2388). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from .

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