Important disclosure: one of the day's two underwriters was the Entertainment Software Association, otherwise known as the video game lobby. Obviously they have more than a bit of interest in seeing the K-12 market open up for their product.
In any event, some experimentally minded schools are already embracing video games as teaching tools. Kate Selkirk, a master teacher at New York City's Quest to Learn, talked about students using Minecraft to build roller coasters and Ancient Greek and Roman architecture. She explained how she used Prezi -- which is a bit like an interactive Powerpoint for supernerds -- to build mazes for students which they could navigate by solving math problems. When students hit a dead end, it served as an instant alert system for kids who were having trouble with their work, allowing her to come over and help them.
Which brings us to another one of the day's big themes. Making school more fun is an age old desire among educators. But it might also make it more effective.
The end of industrial-style learning
It's a common complaint among education wonks that our current K-12 system is the product of a bygone industrial era, where students were processed like widgets on an assembly line. As Roberto Rodriguez, President Obama's special assistant on education put it, "the norm persists that we treat all learners the same."
But if today's panelists are to be believed, education may finally be about to move into its post-industrial phase. The key, as always, is data. Games and digital homework tools provide instant feedback that let teachers address specific student needs in ways they haven't been able to before. Richard Culatta, acting director of the Department of Education's Office of Educational Technology, argued that there needs to be a "GPS for learning," which will analyze students strengths and weaknesses, and point them in the direction of how to improve. We're not quite there yet. But maybe one day soon.
Don't punish noble failures
This was a subtle, but interesting point brought up by David Pinder, principal of McKinley Technology High School in Washington, D.C. Thanks to No Child Left Behind, schools now face fairly stiff federal standards. But if teachers are going to experiment with new technologies, they need more margin for error. "Innovation requires failure," he said.
It's time to treat computer programming the way we do algebra
Despite all the education professionals milling around, my favorite insight during the day evolved out of a conversation involving a couple of High School kids and an audience comment. Essentially: It's time to stop thinking of computer programming as a specialty subject. Schools should respect it as a fundamental skill.
Wilfried Hounyo and Sam Blazes were both winners of the 2012 National STEM Video Game Challenge, a competition in which students to design games that can help teach subjects in science, math, technology, and engineering (aka, STEM). Blazes's game, "Battle of the Bugs: Genes Rule," asks players to breed super insects and complete challenges using the principles of genetics, while Hounyo's submission, Electrobob, teaches about the science of atoms and ions by having them skip around as an electron. The two enviably intelligent teens spent much of their interview with moderator and Atlantic national correspondent Hanna Rosin explaining how they'd come to fall in love with programming. One key take away: Robot building teams are the newer, infinitely more awesome version of math club for the kids today. Another: As Rosin noted, these students don't think of programming as a whole separate world the way older adults tend to, but as a tool they can use to explore their interests.