Mark Cuban's inspired thoughts on the digital generation gap

I've long been concerned by the educational technology pundits, Web 2.0pians as I like to call them, who herald every new web app as not only an earth-shaking revelation, but the end of school as we know it.

In the social upheaval of the 1960s and 70s, young activists used to say, "Never trust anyone over 30." It seems that popular middle aged ed tech keynote speakers and bloggers have embraced that slogan as a form of self-loathing. The Digital Natives/Immigrants cliché and other similar nonsense is built on the assumption that Twitter (or whatever replaces it an hour from now), somehow makes you smarter, a better citizen and reduces the chances of male pattern baldness. Such ageism makes me a bit queasy.

But, what the heck do I know? Maybe I'm wrong.

Well, Mark Cuban (Internet billionaire and owner of the Dallas Mavericks) agrees with me in his recent blog, Never Friend Anyone Over 29.

There seems to be some delusion that all technology and applications are new. Invented from a cloudburst with no historical context. That as new, the technology is the province of the young, with anyone over 29 too old to understand and too confused to actually use it.

Thank you Mr. Cuban. You were robbed on Dancing with the Stars!

PS: I learned to program in 1976 (in a school class that now teaches keyboarding), connected to a mainframe via acoustic coupler from my bedroom around 1978 and have been online since 1983.

What's a computer game?

It's always kinda weird and creepy when adults, particularly academics, talk about computer games. It's a bit like your grandparents saying, "groovy." That said, your roving reporter David Warlick reports on a presentation by Dr. Angela McFarlane in which she shares some impressive data about teacher attitudes towards the use of computer games in U.K. classrooms.

Dr. McFarlane is an old friend of mine for whom I have the greatest respect. We met at a workshop I led at NECC 1990 and worked together several times in the early 1990s. She is much wiser and more competent than 90% of the folks blabbering on about the educational potential of computer games. (I write about this issue recently in Edugaming - A Bad Idea for All Ages)

Unfortunately, I was unable to hear Dr. McFarlane speak this week, but I suspect that what she means by computer games, may differ substantially from what we Americans mean.

I just wrote the following on Warlick's blog...

You might wish to investigate what the UK considers computer games. As it’s been said, the UK and Australia have long used games in their teaching even if those games (and their formats) would be completely alien to Americans. I don’t suspect that “off the shelf” means Grand Theft Auto or even Math Blaster.

Another old colleague of mine, Mike Matson, had a company, 4Mation, in the U.K. that created graphic adventure games for children. (read about him and his work here. Two of his most famous titles were Granny’s Garden and Flowers of Crystal.

We’ve had graphic adventures in the United States, but they never took off in classrooms. On the otherhand, Matson’s masterpieces sold LIKE CRAZY and were used widely in Commonwealth Countries. I hardly ever visited an Australian or New Zealand school without seeing or hearing about one of Mike's adventure games being used. They weren't simulations as much as they were digital literature.

There are two important facts worthy of your attention:

1) Kids didn’t just play these graphic adventures on the one computer in the back of the classroom. Teachers used them as a catalyst for storytelling, map building and countless interdisciplinary projects. These games were the basis for long complex thematic units. Walls were covered with art and student writing related to the “game.” Classrooms became fantasy lands where students could imagine being inside the world of the computer games.

I fear that few American educators would find the educational benefit in such fantastical sustained classroom excursions. I could imagine such activities being dismissed as fanciful or frivolous.

2) American software publishers could not and would not understand the success of 4Mation’s products. My colleague Sylvia Martinez can tell you about the stunned looks of disbelief on the faces of her colleagues at America’s most popular educational software company (mid-90s) when she brought Mike Matson in to discuss the possibility of working together.

However kids and enlightened imaginative teachers (unmolested by NCLB) recognized the magic.

4Mation is still in business. I believe that Matson has moved on, but the company’s web site features drill and practice titles. Perhaps that’s the American influence on Britain.

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Additional Resources

MicroWorlds EX, my favorite software environment in which kids can make their own games and learn what the adult software developers have been keeping for themselves.

Scratch is worth looking at as well. It's not nearly as rich as MicroWorlds EX, but it has many fine qualities. (I'll write an in-depth article about
Scratch soon)

Sylvia Martinez has forgotten more about game design, gaming and the commercial tensions involved in game development than most people will ever know. Sylvia holds a Masters degree in educational technology, was an aerospace engineer, Executive Producer at Davidson and Associates and Knowledge Adventure, created Math.com and was VP of a game development company that created platform games for the Gameboy, Playstation and Xbox.

Sylvia has written some terrific articles about why its not that simple to place your faith in educational games as a vehicle for educational progress.

Here are a few articles by Ms. Martinez, President of Generation YES...

EDUCATIONAL GAMES: HOW PURCHASER ATTITUDES AND MARKETS INFLUENCE DESIGN

Discussion of above article

Game-making with students - resources & rationale from Australia

Game design as an educational activity

Games and learning