In many jurisdictions Education is lagging behind the general public in adopting technology and cultural change. There are those who are suspicious of online or video game applications and technology as not serious learning. They worry that gaps in traditional learning will increase and students will be 'missing' important bits of learning, such as grammar, syntax or particular narratives of history and literature. There might also be some frustration that games can engage their students while their own pedagogy leaves them bored and unmotivated, except for 'grade or exam anxiety.
There are those within the field of Game Design who work specifically to provide needed content in games as well as to provide motivation for students to engage and learn. Some, out of Boston and MIT, such as Learning Games Network and Fablevision receive funding for this purpose. Groups like Institute of Play design whole curriculum based on play and the digital language of children in society today. Mathletics, from Australia puts all of math in a convenient format and tailors it to the content of specific regions and countries.
Many of these digital opportunities are seen by educators as ''add-ons" or "extras" that they can use to supplement when they have time. They are not regarded as "the message" nor as the bearer of content even though the medium is part of the message which students carry with them constantly. more....coming