![]() ![]() When those come together we try to push a project forward that combines them. We have a number of educational outcomes that we're looking for, and we have a number of technologies circulating around. ![]() But we can also learn things from projects that are heavy on one side or the other, that have outcomes that can be applied elsewhere. In reality, there needs to components of both to work well. Similarly, educational technologies designed strictly by technologists while high on usability and engagement may miss educational fundamentals. That is, it clearly has some good fundamentals, but it also has deficiencies in usability, engagement, experience, and often applicability. I've seen this done, and the result is technology that is clearly designed by educational theorists. I've heard it argued that educational technologies need to be designed by strictly starting with the educational need and then designing the appropriate technology around that need. ![]() Critics of the serious games movement accuse its supporters of being "technophiles." How would you respond to the charge that you might be placing your enthusiasm for a new technical platform above concern for what constitutes good pedagogical practices? ![]()
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