Apperley & Walsh (2010)

Apperley, Thomas, & Walsh, Christopher S. (2010). Digital Culture & Education: Classroom perspectives. Digital Culture & Education, 2(2), 125-127.

The editorial makes a case for the role of the teacher in the role of digital culture & games:

Researchers and practitioners in this issue present case studies and analysis of practical classroom use of copyright literacies, learning management systems, mobile/cell phones, social video, Twitter, and Google Reader. The articles demonstrate how the affordances of digital culture have shifted our understandings of how pupils learn as content can be accessed, designed, and shared. Despite the affordances of digital culture, teaching and learning—with and through digital technologies—requires effective pedagogy. Digital technologies are not ‘teacher-proof’ tools; they require thoughtful and thorough integration into pedagogy, in a manner that reflects carefully articulated instructional and learning goals.

You can dip into the articles in this issue. It is a useful collection in that it covers a broad range of applications in different settings. What are the key questions being asked? What are the key assumptions about games/digital culture in classrooms being made? Are there any patterns you can discern?

The journal is a useful resource generally for thinking about digital culture and education.