pseudonymity – EDUC 342: Child Development & New Technologies https://ed342.gse.stanford.edu Thu, 04 Feb 2016 07:56:58 +0000 en-US hourly 1 https://wordpress.org/?v=5.6.1 Week 5: Squire Reading Response https://ed342.gse.stanford.edu/week-5-squire-reading-response/ https://ed342.gse.stanford.edu/week-5-squire-reading-response/#respond Thu, 04 Feb 2016 07:56:58 +0000 http://ed342.gse.stanford.edu/?p=1380 Squire’s 2006 publication argues that educators need to adapt to the greatly evolving world of gaming– a medium that holds a strong influence over adolescent children. I was particularly interested in the discussion on the social component of gaming, children “participating in a social world.” One manifestation of gaming as a means of social media is the adoption of pseudonymity, kids having partially anonymous identities. If gaming is refocused for educational purposes, I feel as though this safety blanket might increase confidence. After all, education sites like Piazza leverage this with success.

My main questions relates to the benefits of the virtual worlds created by games. To what extent might the adoption of pseudo-anonymous characters influence a child’s learning experience? While Squire argues that gaming is a source of education– improving literacy, increasing leadership opportunities, etc– is the validity of these experiences discredited by “game world” simulation?

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