Jamie's+Journal

1. Describe your background and history with video and computer games. My background with video and computer games is pretty boring. I did not grow up with a computer in my house and it was rare and exciting if a computer was in my classroom. This made playing computer games very difficult. I do remember the Oregon Trail game and remember loving it when I had the rare opportunity to play at school with my friends. I didn’t grow up with video games either. The only time I ever played was when we’d go to our friend’s house for the holidays. They had Super Mario games in their guest bedroom and all the kids would gather around the TV and take turns playing different Super Mario levels with the two available consoles. It’s funny, I don’t feel “that old” yet video and computer games just seemed to not be around or available when I was a kid. It was a luxury whenever I could play either.

2. What are some of the real and/or virtual ‘identities’ you take on? Because I didn’t grow up playing or being exposed to video and computer games, I can’t say I know what it’s like to take on a virtual identity. I remember “being” Mario or Luigi but not in a “take on” sort of way. I feel like I’ll have an easier time telling you some of my real identities. I often feel like I identify as many, many things (perhaps too many things and too many hats). I identify as a mom, a teacher, a wife, a sister, a friend, a student, an auntie. Growing up I was always a part of a sports team so there was a time I identified as a basketball and soccer player. There are other identities I’d love to take on someday; for example, I’d love to say I identify as a gardener, an artist, a traveler, and a cook, even a morning person.

3. What impact might James Paul Gee’s definition of ‘literacy’ have on your teaching? James Paul Gee reminds us that literacy is not just the ability to read and write. “Images, symbols, graphs, diagrams, artifacts, and many other visual symbols are significant, more so today than ever” (17). Visual symbols have always been very important for me as a learner. I will understand and retain information better (sometimes only) if it’s taught with some kind of visual. This is something that is always on the forefront of my mind as a teacher – teach with some sort of visual symbol. Kathryn and I were just talking tonight about how important it is to be literate in the ways of our students. If I have a student who’s crazy about trains, I will be absolutely sure to bring trains into my lessons whenever possible. If I have a student who is wild about Minecraft, I will do my best to talk about, illustrate with, and incorporate Minecraft into my lesson plans and my verbal explanations.

4. What experiences have you had learning in new ‘semiotic domains’? When I read about semiotic domains the term “subculture” kept coming to mind. One experience I’ve had learning in a new semiotic domain would be attending my brother-in-law's horse shows. My brother-in-law is a very successful horse trainer and travels around the US showing horses. Usually once around June he’ll have a show here in Eugene, which my family always attends. I remember my first experience at a show. The horse language or "show" language is almost like a second language. I’m learning more each year. I used to clap and cheer at the wrong times (this was quite embarrassing). I used to ask a million questions (“Why are the trainers tossing wood chips when the horses run by?” “Why do the trainers make silly yelping noises while the horses compete?”). Slowly but surely I’m learning more about this semiotic domain - the language, the symbols, the gestures, how special it is, etc. - which was at one time very foreign to me.

5. Reflections on any games you played or examined during the week. Educational games for the week include: Resilient Planet, Evolver, Dragon Box Algebra, Fair Play, and Ludwig. I played Dragon Box for the first time during our first class. Dragon Box is a math game but I didn’t realize this at first. I like it when this happens; when I get caught up in a game and realize later that I’ve actually been doing math (something I don’t always enjoy). These are the kinds of games I look forward to introducing to my students. Games that they can get caught up in and later realize they’ve been learning math strategies and skills the entire time!