Education Week - August 7, 2013 - 14

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EDUCATION WEEK AUGUST 7, 2013 www.edweek.org
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DIGITAL DIRECTIONS > Tracking news and ideas in educational technology
www.digitaldirections.org
Researchers See Video Games as Testing Tools
Play used to gauge
noncognitive skills
Benjamin Herold
Madison, Wis.
Forget No. 2 pencils, or even the
new computer-based common-core
exams that have schools across the
country scrambling.
Researchers at the University of
Wisconsin-Madison are convinced
the tests of the future will look
like Crystals of Kaydor, a roleplaying
video game about aliens.
Designed to measure children’s
learning in real time while rewiring
their brains to help them be
more empathetic, Crystals offers a
potentially transformative response
to two cutting-edge questions now
being debated in the world of testing:
whether digital games can effectively
blur the line between instruction
and assessment and how
educators can better gauge children’s
social and emotional skills.
“Our job is to provide compel-
ling examples of what assessments
can be,” said Constance
Steinkuehler, an associate professor
of education and former White
House policy analyst who co-directs
Games+Learning+Society, a center
based here that is dedicated to designing
and studying video games.
Along with the university’s
Center for Investigating Healthy
Minds, led by the renowned neuroscientist
Richard Davidson, Ms.
Steinkuehler and her team hope
to demonstrate that successfully
playing a video game can itself constitute
clear evidence of learning,
eliminating the need for after-thefact
assessments.
They also hope to show that video
games can strengthen the circuits
in children’s brains that regulate
empathy, self-control, and the other
“noncognitive skills” that researchers
increasingly view as the foundation
of lifelong academic, financial,
physical, and emotional well-being.
In Crystals, players assume
the identity of a damaged robot
stranded on a distant planet. To
succeed, they must recognize and
respond to the nonverbal cues of
humanlike aliens, enlisting the
creatures’ help through altruistic
and “pro-social” behaviors.
Funded by a $1.4 million grant
from the Bill & Melinda Gates Foundation,
Crystals and a second iPad
game, called Tenacity, also developed
by Games+Learning+Society,
are at the fore of three broad trends
reshaping K-12 education: the explosive
growth of digital media; the controversial
rise of “big data”; and the
emergence of new brain research
suggesting that critical noncognitive
skills are malleable well into
adolescence.
(The Gates Foundation also helps
support Education Week’s coverage
of business and K-12 innovation.)
Assessment experts caution that
video games must clear numerous
hurdles before they can be considered
legitimate testing tools and that
efforts to measure social-emotional
learning are still in their infancy.
But the notion that games like
Crystals and other radically new
forms of assessment could soon be
used as tests in schools is not fanciful
science fiction.
“I would love to see … more reli-
able, meaningful, and easy-to-administer
assessments that help us
understand whether we are teaching
the noncognitive skills that
predict students’ success in college,
careers, and life,” U.S. Secretary of
Education Arne Duncan said at a
conference of the American Edu-
cational Research Association in
May. “This is the next frontier in
assessment.”
‘Cool’ Learning
Crystals of Kaydor opens with a
serene scene of a space shuttle carrying
robotic explorers on their way
to a newly discovered planet.
Within seconds, the action kicks
into high gear, with sweeping visual
effects and pounding electronic
music accompanying the robots’
crash landing.
Fourteen-year old Maria Thurow
was hooked.
A rising freshman in the 900-student
New Glarus school district,
outside Madison, Ms. Thurow
tested Crystals during one of
Games+Learning+Society’s recent
“play squads.”
By the time she encountered her
first alien, Ms. Thurow, who said she
plays digital games ranging from
mindless phone apps to complex
strategy games like Civilization for
up to 10 hours each week, had de-
clared the game “cool.”
Proponents have argued for a decade
that video games are powerful
learning tools because of their popularity
and capacity to engage players
in complex problem-solving.
More recently, James Paul
Gee, the godfather of video
game theory and a co-founder of
Games+Learning+Society, has advanced
the idea that success in playing
video games can offer proof of
student mastery of academic content.
Mr. Gee, now a professor at Arizona
State University in Tempe,
used as an example the popular
first-person shooter video game
Halo, arguing that it would be
nonsensical to give children who
successfully complete the game
separate, written tests of their Halo
knowledge.
“The game is the test,” said Mr.
Gee. “If we could design teaching
algebra as well as Halo is designed,
we’d say the same thing.”
Games+Learning+Society has
devoted more resources and talent
than most to overcoming two key
FROM LEFT:
Researchers at the
University of
Wisconsin-Madison
use state-of-the-art
MRI scanners to
examine whether new
video games can
change the structure
and function
of the brain.
Zander Esh, 13, center,
and Isaac Ballwahn, 14,
evaluate Crystals of
Kaydor, a role-playing
video game that
challenges students
to learn empathy
by identifying
nonverbal cues.
FCC Releases Blueprint for Restructuring E-Rate Program
By Sean Cavanagh
The Federal Communications
Commission has officially
launched an effort to refashion the
E-rate program with the release
of an ambitious notice of proposed
rulemaking, a document that
seeks public input on such issues
as schools’ use of fiber-optic cable
and standards for Web connectivity
in schools.
The E-rate, established by Congress
in 1996 and overseen by the
FCC, provides schools and libraries
with funding for discounts on
telecommunications services. The
aid is derived from fees on telecommunications
providers and is
designed to improve program applicants’
technological access.
Advocates for improving technology
in schools have been clamoring
for years for changes to the
program, which they say is underfunded
and badly antiquated, in
terms of the types of Web connections
and technology it supports.
Among those calling for change
is President Barack Obama, who
recently argued in favor of setting
the goal of giving 99 percent of
the nation’s schools access to highspeed
broadband and wireless
Internet access within five years.
Administration officials have said
those changes would be supported
through a temporary, “one-time
capital” expense that would cost
phone users no more than $5 per
year.
Specifics Lacking
The far-reaching, 175-page no-
tice, released late last month,
offers few specific proposals on
how E-rate policy should change.
Instead, it presents what the FCC
commissioners see as shortcomings
in the program and poses a
series of pointed questions to the
public and the nation’s school and
technology communities, asking
them to weigh in by Sept. 16.
Commissioners have said they
have three overriding goals for the
program: increasing broadband
capacity for schools and libraries;
improving purchasing practices
to reduce costs and increase the
program’s effectiveness; and
streamlining the program’s administration.

The FCC currently has three
members and two vacant seats.
Both the Democrats on the commission,
Jessica Rosenworcel and
acting Chairwoman Mignon Clyburn,
have called for a major reworking
of the program and have
praised Mr. Obama’s blueprint.
“Without adequate capacity,
our students are going to fall
short,” Ms. Rosenworcel argued
at a recent public meeting, when
the notice was announced. “We
fail our children if we expect digital-age
learning to take place at
dial-up speeds.”
The lone Republican on the commission,
Ajit Pai, also describes the
program as behind the times and
notes the amount of money that
flows to phone services and other
areas. But he has also emphasized
a need to reduce waste and increase
transparency in the program.
During a speech last month at
the American Enterprise Institute,
a think tank in Washington,
Mr. Pai suggested that schools
would be more accountable for
spending E-rate money wisely
if they were required to chip in
$1 for every $3 in federal E-rate
money they receive.
And Mr. Pai questioned the
premise that “funding, or rather
an alleged lack of funding, is the
main problem with today’s E-rate
program.”
“By reducing waste, eliminating
misguided incentives, and distributing
funds more fairly, we can
accomplish more—probably a lot
more—with the same amount of
money,” he said.
Financial Infusion?
Some of the questions posed in
the FCC’S notice appear to echo
Mr. Pai’s concerns. For instance, it
asks whether the agency should reduce
the discount rate, a provision
the FCC says created incentives
to control costs and improved efficiency
within a federal program
that supports telecommunications
http://www.edweek.org http://www.digitaldirections.org

Education Week - August 7, 2013

Table of Contents for the Digital Edition of Education Week - August 7, 2013

Education Week - August 7, 2013
Common Tests in Cross Hairs
Quantifying Pain From ‘Sequester’ Proves a Puzzle
Syracuse ‘Says Yes’ to Whole Child
NAEP Data Misused to Promote Policies
INDUSTRY & INNOVATION: Investors Seeking Preschool Returns
Contents
News in Brief
Report Roundup
Scholars Craft New Approaches to Teaching Fractions
Obama Inspires Thoughts on Supporting Black Males
Internship Pairs Detroit Students With GM Retirees
New Dropout-Warning System Flags Pupils’ Risks in 1st Grade
Parents Provide Muscle as Bond, Tax Measures Scrap to Win Approval
Bridgeport Schools Chief’s Future in Doubt
FCC Releases Blueprint for Restructuring E-Rate Program
FOCUS ON: FACILITIES: Charter-Space Seekers Run Into Hurdles on Several Fronts
States, Districts Set Policies To Give Charters Financing for Facilities
Blogs of the Week
States Ponder Price Tag of Common Tests
Duncan Unlikely to Tweak Accountability Oversight
Stark Partisan Split Persists On ESEA Renewal
New Grading-System Scrutiny May Follow Fall of Fla. Chief
Policy Brief
Head Start Shake-Up Yields Little Turnover
CAROL THOMAS: The Call of the Common Core
MARIAM AZIN: Schools Can—and Must—Do More About Bullying, Violence, and Suicide
MARK BAUERLEIN: Boredom’s Paradox
Letters
TopSchoolJobs Recruitment Marketplace
WEB HUTCHINS: Civics in the Core
Education Week - August 7, 2013 - INDUSTRY & INNOVATION: Investors Seeking Preschool Returns
Education Week - August 7, 2013 - 2
Education Week - August 7, 2013 - Contents
Education Week - August 7, 2013 - News in Brief
Education Week - August 7, 2013 - Report Roundup
Education Week - August 7, 2013 - Scholars Craft New Approaches to Teaching Fractions
Education Week - August 7, 2013 - Obama Inspires Thoughts on Supporting Black Males
Education Week - August 7, 2013 - Internship Pairs Detroit Students With GM Retirees
Education Week - August 7, 2013 - 9
Education Week - August 7, 2013 - Parents Provide Muscle as Bond, Tax Measures Scrap to Win Approval
Education Week - August 7, 2013 - 11
Education Week - August 7, 2013 - Bridgeport Schools Chief’s Future in Doubt
Education Week - August 7, 2013 - 13
Education Week - August 7, 2013 - FCC Releases Blueprint for Restructuring E-Rate Program
Education Week - August 7, 2013 - 15
Education Week - August 7, 2013 - States, Districts Set Policies To Give Charters Financing for Facilities
Education Week - August 7, 2013 - 17
Education Week - August 7, 2013 - 18
Education Week - August 7, 2013 - Blogs of the Week
Education Week - August 7, 2013 - States Ponder Price Tag of Common Tests
Education Week - August 7, 2013 - 21
Education Week - August 7, 2013 - 22
Education Week - August 7, 2013 - 23
Education Week - August 7, 2013 - 24
Education Week - August 7, 2013 - 25
Education Week - August 7, 2013 - Stark Partisan Split Persists On ESEA Renewal
Education Week - August 7, 2013 - Policy Brief
Education Week - August 7, 2013 - Head Start Shake-Up Yields Little Turnover
Education Week - August 7, 2013 - 29
Education Week - August 7, 2013 - MARIAM AZIN: Schools Can—and Must—Do More About Bullying, Violence, and Suicide
Education Week - August 7, 2013 - MARK BAUERLEIN: Boredom’s Paradox
Education Week - August 7, 2013 - Letters
Education Week - August 7, 2013 - 33
Education Week - August 7, 2013 - TopSchoolJobs Recruitment Marketplace
Education Week - August 7, 2013 - 35
Education Week - August 7, 2013 - WEB HUTCHINS: Civics in the Core
Education Week - August 7, 2013 - Cover1
Education Week - August 7, 2013 - Cover2
Education Week - August 7, 2013 - Cover3
Education Week - August 7, 2013 - Cover4
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