This page will outline our recommendations for implementing the chosen solution and the next steps moving forward from that solution.

Recommendations:

To introduce our tiered surrogate solution into the school system, the creation of a small group of teachers who teach the same subject area and grade level is essential. These teachers would then work together to implement DGBL in their subject area using the tiered surrogate framework. When the tiered surrogate framework is implemented, these teachers will then complete a trial in their classrooms and present their findings to the District or Provincial Offices to advocate for a pilot project to integrate the use of the framework into classrooms. Schools would have to ensure that they have the appropriate technology required for the implementation of DGBL. Schools and students would need access to a strong Wi-Fi signal, personal devices (laptops, Chromebooks, iPads, etc.) and a computer lab to participate in the pilot project. Then Professional Learning Opportunities will need to be developed for teachers who are working as a part of the pilot project. The final step involved would be a phased rollout of PL for teachers who are interested in trying a new way of teaching and learning the curriculum. With DGBL having connections to software (game) development as well as our framework having similar connections, implementation of the tiered surrogate framework using DGBL could use one of four common methods to implement a new system (Computer Science Wiki. 2021) as seen in the graphic here:

Future Directions:

Each member of the project's team will give a personal professional position of how our project's solution will be seen in terms of next steps moving forward in each of our individual subject areas and experiences...

Jenna Taylor

All students in Grades 6 - Level 3 at Grandy's River Collegiate have access to a personal Chromebook for school use so I am not concerned with the availability of technology. In regards to the use of our digital game with a tiered format, I would need to look for Professional Learning Opportunities as my comfort level with developing games is very low. I would need to avail of any PL available and to collaborate with other teachers in my region that teach the same subject matter. By collaborating with other teachers to develop a game, it would lessen our workloads which in turn should lessen the possibility of teacher burnout.

Lawrence Wachs

As I outlined in my personal connection section to this identified problem, using games as examples, assignments, and general teaching tools are a direct part of Computer Science education. Therefore, moving forward with the tiered surrogate framework acting as a solution to the issue of competitiveness in DGBL will become active idea-based anecdotal research in my classroom right now. The framework will create the optimum balance between the competitive and non-competitive students and promoting the inclusion of all students. Also, I will move forward with my previously identified benefit and share the framework with connected Computer Science teachers through the provincial chapter of the Computer Science Teacher's Association (CSTA).

Tyler Green

In my school district, it seems that DGBL is not a well-known classroom strategy outside of using a few drill games at this point. It may be possible to begin modeling the tiered surrogate system using these basic programs. As this modeling happens, it would be appropriate to begin looking for like-minded educators in the district who want to investigate using a system of DGBL that promotes both inclusion and student choice when it comes to interaction. As the district has a Bring Your Own Device (BYOD) policy, the technology exists to begin creating implementing Game-Based Learning but it may be prudent to examine the differences in student devices to ensure a program that can be interacted with by all involved.