I am more and more getting on board with the author Kurt Squire about incorporating video games as a part of curriculum in schools as educational tools.
Reading Chapter Three brought me back to the article that I brought in during our last class period. Video games are captivating the youth in today's society. As statistics show, more students prefer to play video games over students and completing class assignments and homework. As Kurt mentions in the interest-driven learning section of this chapter, video games can be a motivator. I believe it is becoming more important to be relatable to our students. I have even used this technique of talking about the video games of my students' choice during our after school leisure hours to find out more about them. This is an avenue that leads to many directions of learning and developing structure in our classroom settings. Just as I learned in my prior article, some students who enjoy playing video games go on to becoming creators of video games.
I believe if technology and video games became a primary source of learning in school systems, what the institution of school stands for would diminish. I agree with Kurt when he stated that school is already built on learning what the system wants us to know instead of what we need to know. I have first-hand experienced this scenario while completing my first undergraduate degree. By having so much material to "learn" I lost sight of learning and accomplished enough to pass. I thought the purpose of attending school was to learn and be able to apply this knowledge to our everyday lives. From my experiences, the institution of school is based on a grade, a number, passing and not actually learning and applying the material. This is why I am appreciative of my Instructional Technology major than any of the other degrees I currently hold because I am actually able to apply what I am learning in this major to my everyday life.
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