Great conversation the other day: student in my “struggling” reading comprehension group reminded me once again that many kids aren’t necessarily “bad” readers, but not motivatedto read. We had a few moments just to talk about what we were reading, a topic at hand, a bird-walk, so to speak, and he and I discussed a high-level, critical analysis about: games.
We talked about the genres and analyzed the varying classification of the wide variety of video/computer games. (The student sent me this link, by the way: http://en.wikipedia.org/wiki/Video_game_genres) Recently, I had a conversation with my husband about this very same topic, in the context of deep critical analysis of World of Warcraft. I know – many of you (teachers) are scoffing or rolling your eyes. (By the way, eye rollers – grow up.)
What is fascinating to me is this question: why are we humans participating and practicing in the worlds that yield no results or product?
Or do they?
One Alpha game that has come on the scene in MineCraft. MineCraft scares the snot out of me, and I’m not sure why. Our Robot Overlords are busy working on enslaving human productivity and time to create Lego-esque worlds and kill zombies. When I can find the link to the article, one enterprising young man went as far as to create a world, a virtual world, that ran on its own “red dust” electrical power. Can you say “Mr. Anderson?”
Another virtual world is obviously Farmville. Millions of Facebook users work diligently on this (distopian) commune,
We all have burning questions, and it is job 1 for teachers to help students identify and recognize those questions and motivations. We are given low basal readers for checkpoints and reading strategy instruction. I have a certain amount of buy-in and fear. The fear comes from the thought of NOT adhering “with fidelity” to the “system” somehow any failure or lack of progress of my students will be squarely on my shoulders. Which, it would be. If I can honestly report that I kept the program in its inherent and intended form, then perhaps that will shield me from any negative results.
A term my husband has been using recently is “emergent behaviors.” The context he uses this in is the explained best just by thinking of ways that humans, animals, forms and functions do or create the unexpected.
The words that come to mind when thinking about the activities of these types of games far exceed the simple, violent FPS label:
1. Resource management
3. Product and Productivity
4. “Keeping up with the Joneses” mentality: Elitism and bragging rights (talk to anyone who’s flying around on a Onyxian Drake.
But what even scares me more is the next generation of “games,” and this puts the word “generation” in a different context. Both the same student and my husand informed me of this little AI darling, who is programmed to make moral decisions based on squishing, or not, snails: Milo, the Computer Boy.
Think I may be sick.
Now, I must also write this: While we are so busy creating fake boys and girls, and getting fake jobs, and getting fake results, we are neglecting our real boys and girls. Student informed me the other day: “Mrs. L, did you know the band member of KISS are Jewish?” Reponse: Yes, as a matter of fact I did. Follow up: “And did you also know they had to wear that make up to hide from Hitler during the war?”