You know there is that the famous axiom about writing: Write what you know.
And I have the Charlie Parker quote here in my blog as my tagline: If you don’t live it, it won’t come out of your horn.
So why am I feeling a bit guilty about playing video games in my spare moments? Isn’t a corollary of those sayings: You need to play the game to teach the game?
I have been introducing game design to my sixth grade students (moving towards a STEM-centered game design project later next month) and while I am open to their insights and inputs (most of them have way more gaming experience than I do), I know I need to keep up my skills on video games, too. I need to speak their language and I need to at least convince them that I sort of know what I am talking about (even if I have to fake it once in a while). Still, every time I pop into a gaming site that we use, I feel this little twinge of guilt.
Is this really what I should be doing with my time?
The other day at school, we had our parent conferences. The meetings went fine, but a few parents wanted to know more about the spelling and mechanics strategies that we are using in sixth grade. They reminisced about “the old days” of ELA, when students used pages of worksheets to drill a skill into their heads. I don’t do that. I laid out what we do to help them, by revisiting spelling strategies and making a difference between published work and draft work, and editing. I talked of using technology as a tool (we have a number of Spelling Ace devices in the room, and a load of dictionaries, and they are encouraged to ask an outside reader to help find errors).
Somewhere, though, I heard this inner voice saying that maybe I should just drop game design as a part of a writing curriculum, and focus on writing mechanics and spelling lessons. Maybe my classroom should return to the days of ELA as I remember it — the drills on skills. I even found myself shaking my head in agreement when one parent bemoaned how electronic devices are turning kids off from reading books. It’s true. It is.
And yet here I am, teaching and encouraging gaming.
I try to shake off this inner voice reservation with the conviction that I work many of those basic writing skills into any project, including gaming. They will be keeping a game design journal, making storyboards, writing a narrative project that guides their game, etc, — all of which will require finished/finalized writing that meet high expectations around spelling and grammar. I remind myself about the need for more visual literacy skills (all data from our state testing shows this as a major weakness with our students). I remember the way all of my students — four classes worth of sixth graders — were incredibly engaged in constructing a simple video game the other day. I keep telling myself that this is a good path to be on.
But I still feel this twinge of guilt. It must be a parent-thing. Or a teacher-thing, Or an adult-thing. Gaming can’t be learning if its entertainment, right?
Peace (as I return to the game),