EDU 5855: Cultural Studies of Technology for Education.

 

Traditionally games and play were considered separate from learning time. Games and free play were used as a reward once the instructional period was completed. With the shift from traditional teaching pedagogies to modern learning the resources of technology, games and play have also shifted.

 

Creating a learning condition that invite students to engage in ludic epistemology is challenging in schools that follow traditional teaching practices. Ludic epistemology encourages a deep learning and educational experience as a result of digital based technology. Ludic epistemology occurs when the student is genuinely immersed in the activity/ technology. Having a learning environment that supports digital technology as well as values the time needed to explore and investigate technology. An educator needs to be open to the idea of instructed exploration. As teachers we can get too caught up with planning and scheduling learning events that we do not allow our students to deeply and critically engage in a particular task.

 

The problem of disengagement in schools today could potentially be solved if we allow our students time to investigate topics that are relevant and of interest to them. Valuing ludic epistemology has the power to support all types of learners and make students excited about school again because they are being allowed to engage in something that is meaningful to them.

The term play has an interesting connection to learning and the education system. Using the definition of Huizinga play is an ideology that is beyond human life (Huizinga pg.99). Play is apart of culture and has the power to shape those who engage in play. Huizinga believes there are three main components to play. The first is that it is something that happens naturally and organically. “First and foremost, then, all play is a voluntary activity. Play to order is no longer play: it could be at best be but a forcible imitation of it. (Huizinga pg. 102)” With this being said it is a freedom that cannot be controlled or dictated. Therefore in schools when the students are directed to participate in free play for a specific amount of time on a specific day then their free play becomes something that is scheduled and not spontaneous.

 

As already stated play is usually welcomed only after learning occurs there is often very little connection between play and meaningful learning. The education system needs to support open play and educators needs to find the learning while the students are engaging in play.

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Huizinga also indicates that play has the ability to allow people to step out of real life and participate in something beyond themselves or their reality. “It is rather stepping out of ‘real’ life into a temporary sphere of activity with a disposition all of its own. (Huizinga pg. 103)”. Having students absorbed in a sphere that goes beyond them will invoke a profound learning experience. Students will be able to embark on meaning making and learning through their own terms and conditions. The final characteristic of play is that play has the ability for students to make their own meaning. “This is the third main characteristic of play: its secludedness, its limitedness. It is ‘played out’ within certain limits of time and place. (Huizinga pg. 104)” Students are given the opportunity to freely engage in something that is beneficial to their social and cognitive development. 

 

Looking at the new Ontario curriculum for Kindergarten there is a shift to this idea of play. The new curriculum values the notions of play and the benefits and learning that occur when students are left to engage freely. Kindergarten classes now are designed on inquiry and giving the students endless opportunity to participate in open play. It is through play that educators and students find meaning and learning opportunities. Play has the ability to change our education system by engaging more students and supporting them to follow their interests. As educators we too have to value play and not view it as something that is insignificant to curriculum expectations.