Differentiated learning and electronic games

Introduction

This wiki explores some of the links between differentiated learning and electronic games.

Lindsay Dutton

Memorial University of Newfoundland and Labrador

Differentiated instruction

Differentiating relates to the popular saying that “one size does not fit all”. According to Anderson (2007), differentiated learning means students have different interests, preferences, learning styles, skills, talents, strengths, and previous knowledge. Differentiated instruction refers to the strategies educators can use to meet many of the diverse needs within the classroom to help student’s learning and achievement (Levy, 2008). Similarly, Gregory and Chapman (2007) argued regarding differentiation that teachers need to intentionally plan to meet the needs of the diverse learners in their classroom.

Differentiating in the classroom

Through differentiating instruction, educators can try to meet the needs of all the students in the classroom, help them grow and experience greater feelings of success (Hall, 2007). Teachers are the classroom leaders and need to help children discover their best abilities, interests, dreams and goals (Tomlinson, 2004). Children are also part of the classroom community and as they get older they want more independence in reaching their goals. They also have a better understanding of what methods works best for their learning. By differentiating instruction, educators need to listen to the student’s ideas and thoughts (Tomlinson). In order to use a differentiated approach in the classroom one must think of using different genres, including multiple levels of difficulty on materials, teaching in different ways, and offering choices (Gregory & Chapman, 2007). Teachers who differentiate are including all children in a safe learning environment (Anderson, 2007).

Electronic games

Researchers have shown much interest in the link between games and their relevance to learning (Oliver & Carr, 2009). Electronic games have always been seen as prospective learning tools (Torrente, 2009). Gros (2007) emphasizes that they are a useful tool for learning and acquiring new knowledge. Teachers play an important role in implementing electronic games in the classroom (Gros). Electronic games offer choices of complexity and can relate to student interest, which according to Tobin (2008) is critical in learning. According to Gros, “Children and young people are introduced to the virtual world via videogames, and the ways that they interact with technology may be changing ways of learning and the production of knowledge,” (p. 23).

References

Anderson, K. (2007). Tips for teaching. Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-54.

Gregory, G., & Chapman, C. (2007). Differentiated instructional strategies. One size doesn’t fit all. Corwin Press, Thousand Oaks, California.

Gros, B. (2007). Digital games in education. The design of games-based learning environments. Journal of Research on Technology in Education, 40(1), 23-38.

Hall, T. (2002). Differentiated instruction. NCAC publication, Wakefield, MA. Retrieved from http://www.cast.org/publications/ncac/ncac_diffinstruc.html

Levy, H. (2008). Meeting the needs of all students through differentiated instruction. Helping every child reach and exceed standards. Clearing House, 81(4), 161-164.

McMichael, A. (2007). Pc games and the teaching of history. History Teacher, 40(2), 203-218.

Oliver, M., & Carr, D. (2009). Learning in virtual worlds. Using communities of practice to explain how people learn from play. British Journal of Educational Technology, 40(3), 444-457.

Robertson, J., & Good, J. (2005). Children's narrative development through computer game authoring. TechTrends: Linking Research & Practice to Improve Learning, 49(5), 43-59.

Sardone, N., & Devlin-Scherer, R. (2009). Teacher candidates' views of digital games as learning devices. Issues in Teacher Education, 18(2), 47-67.

Simpson, E. (2005). Evolution in the classroom. What teachers need to know about the video game generation. TechTrends, 49(5), 17-22.

Tobin, R. (2008). Conundrums in the differentiated literacy classroom. Reading Improvement, 45(4), 159-169.

Tomlinson, C. (2004). Sharing responsibility for differentiating instruction. Roeper Review, 26(4), 188.

Tomlinson, C.A. (1995). Differentiating instruction for advanced learners in the mixed-ability middle school classroom. ERIC Clearinghouse on Disabilities and Gifted Education, 1-7. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/b2/de.pdf

Tomlinson, C.A. (2000). Differentiation of instruction in the elementary grades. ERIC Clearinghouse on Elementary and Early Childhood Education, 1-7. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/57/74.pdf

Torrente, J., Moreno-Ger, P., Martínez-Ortiz, I., Fernandez-Manjon, B. (2009). Integration and deployment of educational games in e-learning environments. The learning object model meets educational gaming. Journal of Educational Technology & Society, 12(4), 359-371.

Tuzun, H. (2007). Blending video games with learning. Issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology, 38(3), 465-77.

Wells, R., & Shaughnessy, M. (2009). An interview with Carol Ann Tomlinson. North American Journal of Psychology, 11(3), 643-648.