THE BOY WHO LEARNED TO READ THROUGH SUSTAINED VIDEO GAME PLAY: CONSIDERING SYSTEMIC RESISTANCE TO THE USE OF ‘NEW TEXTS’ IN THE CLASSROOM

dc.creator	Rochelle SKOGEN
dc.date	2012-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:34:08Z
dc.date.available	2015-07-20T22:34:08Z
dc.identifier	1916-8128
dc.identifier	https://doaj.org/article/aae84bf1da9a4b0ab53164f83b045a63
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22754
dc.description	Various studies have discussed the pedagogical potential of video game play in the classroom but resistance to such texts remains high. The study presented here discusses the case study of one young boy who, having failed to learn to read in the public school system was able to learn in a private Sudbury model school where video games were not only allowed but considered important learning tools. Findings suggest that the incorporation of such new texts in today’s public schools have the potential to motivate and enhance the learning of children.
dc.language	English
dc.publisher	Nipissing University
dc.relation	https://docs.google.com/viewer?url=http%3A%2F%2Fjual.nipissingu.ca%2FNewIssue%2Fv61216.pdf
dc.relation	https://doaj.org/toc/1916-8128
dc.source	Journal of Unschooling and Alternative Learning, Vol 6, Iss 12, Pp 53-81 (2012)
dc.subject	unschooling
dc.subject	alternative learning
dc.subject	democratic education
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	THE BOY WHO LEARNED TO READ THROUGH SUSTAINED VIDEO GAME PLAY: CONSIDERING SYSTEMIC RESISTANCE TO THE USE OF ‘NEW TEXTS’ IN THE CLASSROOM
dc.type	article