What if schools, from the wealthiest suburban nursery school to the grittiest urban high school, thrummed with the sounds of deep immersion? More and more people believe that can happen - with the aid of video games. Greg Toppo's The Game Believes in You presents the story of a small group of visionaries who, for the past 40 years, have been pushing to get game controllers into the hands of learners. Among the game revolutionaries you'll meet in this book:

*A subversive suburban teacher who has successfully used the MMO World of Warcraft to teach Humanities

*A young neuroscientist and game designer whose research on "Math Without Words" is revolutionizing how the subject is

taught, especially to students with limited English abilities.

*A Virginia Tech music instructor who is leading a group of high school-aged boys through the creation of an original opera staged totally in the online game Minecraft. 
Experts argue that games do truly "believe in you." They focus, inspire and reassure people in ways that many teachers can't. Games give people a chance to learn at their own pace, take risks, cultivate deeper understanding, fail and want to try again—right away—and ultimately, succeed in ways that too often elude them in school. This book is sure to excite and inspire educators and parents, as well as provoke some passionate debate.

James Paul Gee begins his classic book with "I want to talk about video games--yes, even violent video games--and say some positive things about them." With this simple but explosive statement, one of America's most well-respected educators looks seriously at the good that can come from playing video games. In this revised edition of What Video Games Have to Teach Us About Learning and Literacy, new games like World of WarCraft and Half Life 2 are evaluated and theories of cognitive development are expanded. Gee looks at major cognitive activities including how individuals develop a sense of identity, how we grasp meaning, how we evaluate and follow a command, pick a role model, and perceive the world.

People who spend hours playing video or online games are often maligned for “wasting their time” or “not living in the real world,” but McGonigal argues persuasively and passionately against this notion in her eminently effective examination of why games are important. She begins by disabusing the reader of some inherent prejudices and assumptions made about gamers, such as that they’re lazy and unambitious. Quite the opposite: McGonigal finds that gamers are working hard to achieve goals within the world of whatever game they are playing, whether it’s going on a quest to win attributes to enhance their in-game characters or performing tasks to get to a higher level in the game. Games inspire hard work, the setting of ambitious goals, learning from and even enjoying failure, and coming together with others for a common goal. McGonigal points out many real-world applications, including encouraging students to seek out secret assignments, setting up household chores as a challenge, even a 2009 game created by The Guardian to help uncover the excessive expenses of members of Parliament. With so many people playing games, this comprehensive, engaging study is an essential read. --Kristine Huntley

The twenty-first century is a world in constant change.  In A New Culture of Learning, Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic.

Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination.

“Creative Schools is one of those rare books that not only inspires and brings a new sense of possibility to the goal of transforming education, but also lays out an actionable strategy. Ken Robinson is leading a daring revolution to change how we understand schools, learning, and most importantly, the passion and talent of our students. This is a global game-changer and I'm in.”—BRENÉ BROWN, PH.D., author of the #1 New York Times bestseller Daring Greatly