You are here:

Video Games in Education: Why They Should Be Used and How They Are Being Used
ARTICLE

Theory Into Practice Volume 47, Number 3, ISSN 0040-5841

Abstract

Today's K-20 students have been called, among other names, the net generation. As they matriculate through the education system, they are often exposed to materials and manipulatives used for the past 40 years, and not to the digital media to which they are accustomed. As student scores continue to regress from Grade 3 to Grade 12 and technical jobs once housed in the United States continue to be outsourced, it is critical to expose and challenge the Net Generation in environments that engage them and motivate them to explore, experiment, and construct their own knowledge. The commercial popularity of video games is beginning to transpose to the classroom; but is the classroom ready? Are teachers and administrators ready? This article provides a practical rationale for and experiences with integrating video games into the K-20 (kindergarten through graduate school) curriculum. (Contains 2 figures and 1 table.)

Citation

Annetta, L.A. (2008). Video Games in Education: Why They Should Be Used and How They Are Being Used. Theory Into Practice, 47(3), 229-239. Retrieved April 23, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. How to Design Effective Healthcare Computer-based Simulation Games

    Tuulikki Keskitalo, University of Lapland, Faculty of Education, Centre for Media Pedagogy, Finland; Heli Ruokamo, University of Lapland, Finland

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 341–348

  2. Technology Enhanced Mentorship to Improve Instruction and Reflection for Teacher Candidates

    Patricia Arter & Francis DeMatteo, Marywood University, United States; Michelle Gonzalez, William Paterson University, United States; Tammy Brown, Marywood University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1783–1786

  3. Modeling Augmented Reality Games with Preservice Elementary and Secondary Science Teachers

    Erin Peters Burton, Wendy Frazier, Leonard Annetta, Richard Lamb, Rebecca Cheng & Margaret Chmiel, George Mason University, United States

    Journal of Technology and Teacher Education Vol. 19, No. 3 (October 2011) pp. 303–329

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.