1. Imagine Round Table Prague, 14 June 2010 Games in schools: current position Roger Blamire European Schoolnet Brussels

2. High levels of interest, if not use Horizon report 2010 K-12 Cloud computing, collaborative environments, game-based learning, mobiles Success in military and industrial training Education is still a few years away from embracing games as mainstream practice Best if educational content is embedded Best in certain curricula and pedagogies Coming soon: Massively Multiplayer Online and Alternate Reality Games Worldwide

3. Europe European Parliament resolution Creativity and innovation are key aspects of EU2020 A digital agenda for Europe - enhancing digital literacty skills and inclusion Range of EC-funded projects Variable results, as IMAGINE shows

4. Europe – member states STEPSSTEPS: Study of the impact of ICT in primary schools Games in School Games in School study AT, DK, FR, IT, LT, ES, NL, UK Final report: How are digital games used in schools?How are digital games used in schools? Synthesis report: How are digital games used in schools?How are digital games used in schools? Handbook: Digital Games in Schools: A handbook for teachersDigital Games in Schools: A handbook for teachers

5. Case Studies Overview Zoo Tycoon (Austria) Business simulation game (Microsoft) (10+ year-olds) German, English, Biology, Art Team learning DANT (Italy) Educational PC games (IPRASE) (6-12 year-olds) Maths, Italian, Geography, Music, Science Attainment Farm Frenzy (France) Simulation game (Big Fish) (11 year-olds) Scientific subjects Remedial learning Consolarium (Scotland/UK) Dr Kawashima & Nintendogs (Nintendo DS) (Primary level) Maths, Literacy, ICT, D&T Attainment Højby School (Denmark) Sims 2 (Electronica Arts), Patrician III (Atari) (11-14 year-olds) Danish, History, Foreign Languages, Social Studies, Visual Arts, Cross- curricular learning Media literacy Games Atelier (Netherlands) Location-based mobile game platform (Waag Society) (Secondary level) History Team learning/game design

6. A range of expectations from games Why are teachers interested in using games?

7. Educational impact of using games How do they use them in schools?

8. Obstacles for using games in schools Which obstacles do they face?

9. Observations Collaborative experiences A structured pedagogical framework Games and conditions carefully selected Medium or long term experiments are being carried out (evaluation + impact measure) Interaction with traditional pedagogy use of games combined with classic teaching aids games encourage pupils production Different approaches depending on the educational system Teachers communities of practice educational community and parents share the results Involvement of educational authorities varies support for pupils in difficulty a tool for modernising education a tool for innovation and the development of advanced skills a tool to prepare future citizens for the virtual worlds in society Digital games in schools Recent development and prospects serious games – teacher role Games design by pupils/students

10. Recommendations Evaluation of practices Which role should the teacher play to benefit fully from the potential of games in the teaching process The European territory as an experimental laboratory peer learning large scale projects (innovation and creativity) Digital games in schools

11. Imagine Round Table Prague, 14 June 2010 Thank you ! Roger Blamire European Schoolnet Brussels