In Semiotic Domains: Is Playing Video Games A “Waste of Time?” Gee discusses the literacy perspective in learning video game playing. I feel that Gee offers valid reasons why playing video games is not a “waste of time” for a child. He talks about how through this type of play a child is able to actively engage in the learning process. It involves more than just learning the content of words written on a page, and then regurgitating them back. It involves learning through the literacy of images, sound, symbols and motion. It provides a child the chance to construct and plan, giving them a sense of autonomy to experiment. This allows the child to make mistakes, correct them, and gain a better understanding. It teaches problem solving skills and ways to strategically master solutions.
I found this article to be extremely insightful. As a future teacher, I can see the benefits of applying the video playing concept to the classroom. The face of education has changed dramatically in the past several years. Most of the changes are positive. Notably the role it plays in promoting the social aspect of learning in a multimedia world. The classroom is designed for a community of learners, a place where ideas and thoughts can be shared. Gee discusses “affinity groups” which closely resembles the idea of a discourse community which we discussed in Professor Courtney’s, “Issues in Writing” module. This is where a community of individuals exchange their mutual interests in varied mediums and through a shared language. Gee’s “affinity group” ties in with the same concepts of the learning and discourse community. This social interaction promotes the sharing of ideas. This can enable one to build upon their knowledge base and apply it to many other areas. This permits multilevel learning to happen.
This social aspect in learning also ties in with what we are doing in “Technologies and the Future of Writing.” We are able to express and expound our ideas through our social interactive networking, such as blogging and social bookmarking.
