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Media and Education in the Digital Age

Concepts, Assessments, Subversions

Edited By Matteo Stocchetti

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies.
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Children and videogames: Oral and written narratives


Rut Martínez-Borda & Pilar Lacasa


This chapter traces the development of a multimedia workshop that took place at a Spanish public school and the work of twenty-one third-year girls and boys (aged 8–9) who wrote narratives based on their use of video games in the classroom. The analysis scrutinizes the role of video games as educational tools and examines how these, supported by classroom discussions, can contribute to the development of narrative thought as present in written compositions available in different contexts. The findings indicate that the children manage to write their own stories based on their interactions with the video games and that their reconstructions of computer games stories are dependent on specific contexts. Moreover, the video game plays an important role in the development of narrative thought because it serves as a vehicle of symbolic contents that enables the child to sequence and specify his or her own experience.

Commercial video games are instruments designed originally for entertainment that allow players to share their experiences, both real and virtual, in interactive contexts (Ito, 2010). However, considering these media as educational tools can be controversial due to their content, the values they transmit and the interaction with the players.

The bitterest detractors claim that video game contents have the potential to negatively influence the players’ attitude and behaviour. Studies have targeted possible links to addiction, aggression, violence, social development, and a variety of stereotyping and sexual morality issues...

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