Play Is Hard Work, Part 1

Play should be the cornerstone of much of what we do with technology for teaching and learning. Heck, play should comprise a considerable chunk of all of our learning time. But what does play look like in a digital environment? How can we create playful spaces around serious topics? And are play and fun the same things?
In this session, we’ll privilege habits over tools and explore play and playfulness with whatever gadgets, gizmos and whatnots we have in our classrooms. #

That description was just about right – but it missed something.  I realized as I was trying to build the session that I didn’t have the language, or the framework, to talk about what I meant by “play” and “playfulness.” #

  1. Oddly, other definitions contradict that one that I find so essential.  And others still add flavor to the word.  It’s amazing, or troubling, that such a small word has so much baggage. []
  2. You should buy the book.  It’s a quick read – I read it in an hour – but it gave me the language I needed to talk about play and playfulness. []
  3. Of course, I think I’ve known this for a long time, but I’m at a place where I’m seeing implications beyond classrooms, and it’s never a bad idea to try to sketch this stuff out. []
  4. I don’t say this to knock the department as it was – it was good in lots of ways.  There was room to grow, though, which is one reason I went there almost five years ago now. []
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