Thoughts on James Paul Gee’s Work


…human intelligence and creativity, today more than ever, are tied to connecting—synchronizing—people, tools, texts, digital and social media, virtual spaces, and real spaces in the right ways, in ways that make us Minds and not just minds, but also better people in a better world.

― James Paul Gee, The Anti-Education Era: Creating Smarter Students through Digital Learning

For this post, I’m going to meander my way through some of James Paul Gee’s ideas on video games and education. I met Gee this past week, and I’m excited to share some thoughts on why I think Gee’s work is important. Continue reading “Thoughts on James Paul Gee’s Work”

Press Start: Video Games in the Composition Classroom

write-593333_1920What do video games have to offer writers? This is an important question that educators should ask when considering the implementation of video games as texts in the composition classroom. While the study of classic literature is a bit passe in writing classes, a wide variety of texts are regularly studied to instruct students regarding sound composing practices. Many composition approaches and pedagogies place an emphasis on voice, self expression, process, audience, purpose, genre, and collaboration (conferencing, peer review, workshopping, etc.). Continue reading “Press Start: Video Games in the Composition Classroom”

Press Start: Literacy, Comprehension, and Transfer

During the previous semester, I found “Video Games, Reading, and Transmedial Comprehension,” by Brock Dubbels and attended a colloquium event at my university that addressed how students’ might transfer their technology skills from outside school into the composition classroom. I would like to specifically discuss Dubbels’ reasoning for an after-school game club and how this got me thinking about the ways student literacy practices might inform college courses. Continue reading “Press Start: Literacy, Comprehension, and Transfer”