“To resist electronic technology is as futile as trying to turn back the tides. It has already swept over us in ways we have yet to realize. It is not a question of whether to accept or reject this new world but of who is going to use it and how.”(Taylor and Saarinen 1994: Net Effects 1)
Game play is deeply productive in the way that the players can solve problems, share their solutions and strategies, develop skills, test themselves and maintain identities represented through using these games.
The emergence of a digital gaming culture is clearly reorganising and reshaping how we live our lives. Children will be faced with navigating their way through the internet, video games, ATMs etc. and will need the skills to apply in everyday life.
For today’s students, it is essential to incorporate these skills into education and will therefore produce economically: a skilled workforce for the ICT industry and ICT literate in general. Socially: for everyday life, commercial, social and public e-services and on-line public policy and democracy. Educationally: for learning, achievement of new educational goals and the enhancement of personal and interpersonal capacities.
James Paul Gee (2003) believes that when people learn to play video games, they are learning a new literacy.
Digital Literacy is a life skill and therefore is essential for today’s educators to implement within the classroom environment to prepare our children in becoming life long learners.
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