1. Natalia Sinitskaya Ronda Institute for Research on Learning Technologies, York University ABEL Summer Institute August 18-20 2008

2.  A case-study involving 2 classes of Grade 6 students  Advanced gaming environments in developing student literacy  Interactive Flash-based games  Advanced videoconferencing environment  French is the language of instruction

3.  Popularity of gaming (Squire et al., 2005)  Learners increasingly more conversant with digital technologies (Prensky, 2006)  Redefinition of pen-and-paper literacy curricula (Lankshear and Knobel, 2006)  Developing digital metaliteracies (Lotherington, 2004) – skills of ‘reading’ digital environments

4.  Computer gaming has many attributes of effective learning: immersion, context, practice (Gee, 2003)  Motivation and engagement: high resolution media, interaction, scaffolding, play (Mitchell & Savill-Smith, 2004; Squire et al., 2003)  Collaboration: competition, team-playing, group problem-solving (Kiili, 2007; Mitchell & Savill-Smith, 2004)

5. (1) How does intensive game development impact students’ literacy skills, both traditional and digital? (2) What individual and social learning strategies do students employ when using the advanced learning environments? (3) What pedagogies of game environment use have the teachers developed? What constitutes an effective literacy pedagogy of technology?

6. Phase 1  Game development using SAVIE gameshells  Topics of students’ choosing  2 classes: 5/6 split (Class A), grade 6 (Class B) Phase 2  Game play using advanced videoconferencing environment, ENJEUX  1 class: 5/6 split (Class A)

7.  Web-based game shells  Developed by SAVIE  French, English, Spanish  6 games: Tic Tac Toe, Snakes and Ladders, Trivia, Mother Goose, Concentation, Parchesi http://www.savie.qc.ca/carrefourjeux2/Accueil_content.asp

12. http://natasha.ronda.ca/trivia.htm

13.  French literacy:  Language-rich environment  Encouraged content development in French  Mostly factual questions  Class A: high quality of questions; Class B – less grammatically and orthographically correct  Inconsistent use of French in interactions

14.  Digital literacies:  Varied levels of comfort with technology  Using a variety of Web resources (French in Class A, English in Class B)  BabelFish online translator  Proficiencies in digital navigation

15.  Using computers  Interactive gaming  Topic of interest  Competitive gaming

16.  Self-selected vs. assigned partnerships  Collaborating within groups  Assigned roles  Collaborating across groups

17.  Interactive gaming environment  One-on-one or team- against-team  Integrated video- and audio-streaming, live chat, and game play

21.  Video- and audio- components encouraged language use  Different foci of interaction  Lack of inter-team communication  Game type affected the amount of interaction

22.  Learning how to use sophisticated technologies  Taking charge  Different patterns of collaboration

23.  Culminating activity  Technology as a motivator  Competitive play  Using technology creatively

24.  Web-based environments as effective tools for literacy development  Various digital literacies: navigating sophisticated web environments, taking control  Critical literacy is important  Engagement  New collaborative strategies  Non-linear and flexible pedagogy of computer use

25.  Educational Game Central: http://www.savie.qc.ca/carrefourjeux2/Accuei l_content.asp http://www.savie.qc.ca/carrefourjeux2/Accuei l_content.asp  ENJEUX-S: http://132.214.37.222/enjeuxgestion/home/co nnect.aspx http://132.214.37.222/enjeuxgestion/home/co nnect.aspx  Institute for Research on Learning Technologies: http://www.yorku.ca/irlt/http://www.yorku.ca/irlt/

26. Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan. Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology, 38(3), 394-404. Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Maidenhead, Berkshire: McGraw Hill/Open University Press. Lotherington, H. (2004). Emergent metaliteracies: What the Xbox has to offer the EQAO. Linguistics and Education, 14(3-4), 305-319. Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning: A review of the literature. Learning and Skills Development Agency. Retrieved May 4, 2005 from http://www.lsda.org.uk/files/PDF/1529.pdfhttp://www.lsda.org.uk/files/PDF/1529.pdf Prensky, M. (2006). Don’t bother me mom, I’m learning. St. Paul: Paragon House. Squire, K., Giovanetto, K., Devane, B., & Durga, S. (2005). From users to designers: Building a self-organizing game-based learning environment. TechTrends: Linking Research & Practice to Improve Learning, 49(5), 34-42. Squire, K., Jenkins, H., Holland, W., Miller, H., O’Driscoll, A., Tan, K. P., & Todd, K. (2003). Design principles of next-generation digital gaming for education. Educational Technology, 33, 17-23.

27. Questions? Comments? natalia_sinitskaya@edu.yorku.ca