Digital Games in Early Education. An alternative learning style? Professor Jenny Pange University of Ioannina

Introduction In the educational process , skills and educational goals such as critical thinking, communication, decision- taking and content comprehension do not change Educational tools and means change through creative supportive and productive practices, thus creating new relationships, new roles and different learning styles

New Technologies in Pre-school Education At what age should children use P/Cs? Which are the suitable and constructive uses of technology for children?

New Technologies in Pre-school Education ‘digital natives’: growing up in the digital world, ie with P/C, cell phone, video games and electronic gadgets (Prensky, 2001) Contact with NT (New Technologies) not only in but out of school or at home (Plowman et al, 2008; Somekh, 2007; Nikiforidou & Pange, 2011).

New Technologies in Pre-school Education As an educational means, as a cognitive subject in the development of scientific knowledge, attitude and skills Do not substitute traditional activities in curriculum but are introduced and integrated in pre-school daily practices

New Technologies in Pre-school Education New form and dimension: images, symbols, sound, motion, micro-worlds, simulations accompanied by problem-solving, feedback, repetition Fostering of skills in combination with entertainment (edutainment). Creation of meaning, discerning of relationships through individual acts, development of critical thinking, creativity, practice of cognitive and collaborative skills and consequently knowledge construction.

Digital Games Digital games are realized with the use of digital technology They have a specific educational orientation and goals

Digital Games Genres (Aaresh, 2006) ontological approach examining the structure and elements of the games, Aesthetic approach examining games from an artistic , historical and developmental angle , Social approach, studying the influence of games on users, Critical approach seeing games as a representation of an ideology or of a greater cultural phenomenon, Utilitarian approach, studying the usability of the games Inquisitive approach, exploring new or better games and finally, Positive approach, confirming a theoretical mode or a learning theory

Educational utilization of Digital Games in Pre-school Education The developmentally appropriate digital games has (Prensky, 2001): Rules Aims and Targets Results and feedback Competition/challenge/ contrast Interaction Representation or scenario

Through Digital Games toddlers can: Participate in virtual practices, Learn to think, Reflect on data, Decision-taking , Choose strategies, Enact new identities and roles , experiment, Express themselves and act in new ways connecting knowledge and action.

Integration of Digital Games in Pre-school Curriculum … As a cause or stimulus of a lesson plan As a means of assessment at the end of a project

Important points in the utilization of Digital Games Support the pre-existing knowledge of children Function independently or in unison with other activities in organized or free activities (painting, acting, games, etc Integrate in the assessment of activities as to their design and application

Conclusion Digital Games offer new dimensions to games and learning in an organized educational context with educational targets Via: a pleasant way, utility and accessibility, learning dynamics, gaming, technological construction, and communicative operation at a level of intake and interaction: visualization of properties, contexts, phenomena, results, emotions, knowledge…