n Commonwealth Youth and Development - Gaming culture - what lessons for pedagogy in South Africa?
|Article Title||Gaming culture - what lessons for pedagogy in South Africa?|
|© Publisher:||UNISA Press|
|Journal||Commonwealth Youth and Development|
|Affiliations||1 Rhodes University and 2 Rhodes University|
|Publication Date||Jul 2010|
|Pages||84 - 101|
Gaming culture is becoming increasingly ubiquitous. Whereas before it was the reserve of those who were prepared to invest in the latest gaming hardware, increasingly powerful entry level machines coupled with more powerful mobile technologies are impacting on how young learners and students assimilate information. This evolving characteristic exhibited by the learners across South Africa must generate a serious reflection of education and training methodologies. Historically, education structures have been slow to embrace the changes that are imperative if the products of the process are to be adequately prepared for the future that faces them. One of the most telling realities of the modern era, or the planetary phase as it is now being tagged, is rapid change. The question that all educators need to ask is 'how is my pedagogic approach evolving'? Traditional models are being eschewed by learners who enjoy more inspiring learning experiences outside of their classrooms. Unsurprisingly, these learners are finding the contemporary teaching environments mundane and limited in their impact. Consequently, teachers are experiencing that conventional approaches are unrewarding, contributing to behavioural issues and lack of achievement. This papers aims to explore what alternatives are available to teachers in well resourced and under resourced environments which have to compete with mobile technologies that are neither uniform nor available to all learners. Through a mix of methodological approaches which explores options for innovative pedagogy, a basic model will be built that is both inspiration for learners and allows teachers to meet the demands of technologically conversant learners. Building on some of the lessons of the Digital Songlines (DSL) project in Australia the authors will endeavour to offer teachers a template for mobilising indigenous knowledge systems to enhance their teaching and learning environments.
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