In the spring of 2011, a teacher allowed his fourth and fifth grade students to draw and write on their classroom tables. What began as a few names eventually turned into a series of frenetic marks that completely covered the tabletops. Over the course of two years, new groups of students brought with them another cycle of marking that evolved in…

Systematic incorporation of digital games in schools is largely unexplored. This case study explored the ecological conditions necessary for implementing a game-based learning course by examining the interaction between three domains (the innovator, the innovation, and the context). From January-April 2012, one in-service teacher learned and…