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K-12 Digital Game Consumption Microcredential

K-12 Digital Game Consumption Microcredential

This microcredential gives K-12 educators a deeper understanding of the research and resulting best practices regarding how, when, where, and why to implement digital games in the classroom. At the completion of this microcredential, teachers will be able to prepare for and implement digital games in the classroom.

MICROCREDENTIAL ID: ETEC-TLG-0003
CREDENTIAL: K-12 Teaching and Learning with Games
CREDITS: 1.0 CEU (10 hours)
AUTHOR: Dr. Rick Ferdig

 Registration

 

How to Earn This Microcredential

Participants will need to submit evidence related to learning, implementing, and reflecting on teaching with digital games in the classroom. This includes a written overview of preparing for and selecting digital games, an implementation of digital gaming in the classroom, and a reflection on lessons learned in this microcredential.

Fees

Participants submitting this microcredential for review will be assessed an administrative fee of $50. Participants who successfully complete the microcredential will receive a certificate showing completion of 1.0 CEU.

 Why Get This Microcredential?

 

This microcredential is part of the K-12 Teaching and Learning with Games Credential. The first two microcredentials in the credential set the stage for understanding non-digital gaming and exploring the affordances and constraints of digital games. This microcredential focuses on digital game consumption, including selecting and implementing a game into the content area. It is an important and often first step before implementing game design and production in the classroom. 

Important Terms
  • COTS games – COTS (commercial-off-the-shelf) games are those that are commercial in nature and typically not created for educational purposes. For instance, MathBlaster is an educational game created for an educational purpose (commercial or not). Civilizations is a COTS game that can be used for educational purposes.
  • Digital games – a game that can be played on any platform (e.g., web-based, console, mobile) that is electronic in nature (i.e., compared to an analog board game).
  • Educational games – games that are either created for educational purposes, or if not specifically educational, they can still be applied for educational goals. Educational goals can be cognitive, emotional, affective, social, etc.
  • Game Consumption – Digital game consumption refers to teachers or students that play existing games that are typically created for them by someone else.
  • Game Production – Digital game production refers to learning about, with, and through games via the process of creating rather than only playing games.

 Benefits of this Microcredential

 

Digital and analog gaming impact all aspects of society. In education, teachers and students often focus on either consumption or production of games. When they consume or play games, they typically choose between commercial-off-the-shelf games applied to educational settings or educational games tied to specific content goals. The purpose of this microcredential is for educators to learn how to prepare themselves for game implementation (specifically as their students consume games), to learn how to select digital games, and to implement games in the classroom.

Standards

Ohio Learning Standards: Technology
  • Information and Communications Technology
    • ICT Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.
    • ICT Topic 2: Use digital learning tools and resources to locate, evaluate and use information.
    • ICT Topic 3: Use digital learning tools and resources to construct knowledge.
  • Society and Technology
    • ST Topic 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally, and ethically.
    • ST Topic 3: Explain how technology, society, and the individual impact one another.
  • Design and Technology
    • DT Topic 1: Define and describe the technology, including its core concepts of systems, resources, requirements, processes, controls, optimization, and trade-offs.
ISTE Educator Standards
  • 2.1 Learner
    • 2.1.a - Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
    • 2.1.b - Pursue professional interests by creating and actively participating in local and global learning networks.
    • 2.1.c - Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
  • 2.2 Leader
    • 2.2.a - Shape, advance, and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
      • 2.2.b - Advocate for equitable access to educational technology, digital content, and learning opportunities to meet the diverse needs of all students.
  • 2.3 Citizen
    • 2.3.b - Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
  • 2.4 Collaborator
    • 2.4.b - Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
      • 2.4.d - Demonstrate cultural competency when communicating with students, parents, and colleagues and interact with them as co-collaborators in student learning.
  • 2.5 Designer
    • 2.5.b - Design authentic learning activities aligned with content area standards and use digital tools and resources to maximize active, deep learning.
  • 2.6 Facilitator
    • 2.6.b - Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces, or in the field.
    • 2.6.d - Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.
  • 2.7 Analyst
    • 2.7.a - Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
      • 2.7.b - Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
         

 Evidence Review

 

Candidates interested in earning this microcredential must submit three pieces of evidence: one related to learning, one related to implementing, and one related to reflecting.

When you are ready for your evidence review, submit your pieces of evidence for feedback from a qualified instructor. 

Learning

In this first of three sections, you will learn about preparing yourself (and your classroom) for gaming and how to choose a digital game.

Required Resources

  • Read chapters 2 and 3 of KQED’s β€œ.” Pay particular attention to:
    • What resources do you need to consider before implementing games in your classroom?
    • Are you willing to become one if you are not already a gamer?
    • What are the most important steps you need to consider to choose a digital game for your curriculum?

Additional Resources

  • Popular Press
    • Getting Smart –
    • LearningSim -
    • Tim Laning -
  • Research materials
    • Becker, K., Gopin, E., & Era, E. (2016). . Learning, Education and Games, 2, 43-60.
    • Schrier, K. S. (2016). (Vol. 2). ETC Press.
  • Videos
    • Higher E-Learning – Elevate Your Distance Ed -
    • Richard Byrne –

Required Evidence

  • Submit a 1-2 page reflection on what you learned from chapters 2 and 3 of the readings (and anything else you read for this microcredential). Specifically, consider two questions: First, how do teachers prepare to implement gaming in the classroom successfully? Second, what are important strategies teachers can and should use in selecting games for classroom use?
  • Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
  • Use references to support your claims. References do not count towards the 1-2 page minimum/maximum. Any format for references is allowed, but APA is preferred.

Evidence Review Criteria

  • Criterion 1: Educators will be able to demonstrate an understanding of the preparation required to be successful in implementing games.
  • Criterion 2: Educators will be able to describe the process for choosing educational games.
Implementing

In this second of three sections, you will select and implement a game in the classroom.

Required Resources

  • Your main goal for this section is to select and then implement a digital game. There are literally thousands of internet links dedicated and devoted to digital games for specific content areas. It does not matter whether you select an educational game or a COTS game.
  • Here are three suggestions for choosing a game:
    • Ask a friend or colleague. You will be surprised to find out who has already been using digital games in the classroom.
    • Do an internet search for educational games and/or your content area and digital games (e.g., math games, science games). Most sites that come up include paid links and, therefore, will not be included here.
    • Review Chapter 3 of KQED’s β€œ.” There are several good search mechanisms and other games sites listed in that chapter.

Additional Resources

  • Education.com –
  • Restifo, D., & published, D. K. (2021, October 19). . TechLearningMagazine.
  • Schrier, K. (2019). . ETC Press.
  • WeAreTeachers.  (2020, April, 13).  Our Favorite Online Games That Are Fun and Educational Too.

Required Evidence

  • Create a lesson plan that includes implementing a digital game into student learning.
  • Be sure to include the appropriate state learning standards in your lesson plan (e.g., ).
  • Implement that lesson plan in the classroom.
  • Evidence of successful completion must include two components:
    • The lesson plan should be in Word or PDF format. There are no length or format requirements. However, it must include state or content standards.
    • Include in the lesson plan the actual date(s) of implementation, as well as the age and grade level of the audience.

Evidence Review Criteria

  • Criterion 1: Educators will present evidence of creating a lesson plan that implements a digital game into learning.
  • Criterion 2: Educators will implement the digital game lesson plan.
Reflecting

In this final of three sections, you will reflect upon your experiences in this microcredential.

Required Resources

  • If you are new to writing reflections and/or this is your first microcredential, then please visit at least one of the additional resources.

Additional Resources 

  • EduBirdie -
  • Trent University –

Required Evidence

  • Reflect on what happened during the implementation. Specifically, focus on:
    • What went well? What did the students enjoy?
    • What would need to be changed for next time?
    • What did you read about in the β€œlearning" section of this microcredential that was either true or not true for your classroom implementation?
    • If you had to do this over again, what would you do differently?
    • Are you now more or less convinced about the potential of using digital games for teaching and learning? Why?
    • If you used a COTS game, could you have found an educational game to do the same thing? If you selected an educational game, was there a better COTS option?
  • Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
  • No references are required.

Evidence Review Criteria

  • Criterion 1: Educators will be able to demonstrate thoughtful reflection on their learning experiences.
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