Yes, I know I’m late to this game. Durable Software Dura Print Business Products. How did I miss it? About a month ago, I started noticing Minecraft popping up in education technology discussions. I’d heard of the game before and after a very cursory glance dismissed it. This growing buzz I began to hear, though, got me asking around.

Of course, who had answers to my questions? One even said, “Here’s my account info, try it out.” So I did. Within 20 minutes of game play, I’d shelled out the $20 to buy my own account. There is something incredibly compelling about this game. Don’t let the funny 8-bit-looking graphics fool you.

There’s more here than meets the eye. Because this is a true sandbox game. A sandbox game is a virtual world that allows free-roaming with almost no artificial barriers.

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On top of this, this is a building/creating game. Yes, punching trees for wood may seem silly at first, but then you find that you can construct things with the materials you’re collecting. A few pieces of wood yield planks, four of these planks yield a crafting table. And from there,. Within an hour or so of play, I’d constructed a makeshift castle and had begun to dig deep underground to find iron, coal, and other resources to build a variety of tools. So, what do I, the educator-gamer do next?

Of course I put on my teacher glasses and begin to ask, “How could I use this with students?” Immediately the ideas begin to come to mind. Here are a few of my early brainstorms: • Give students login information and have them all log into a school-hosted multiplayer server (Yes, you can host ). Tell them they have arrived on a deserted(?) island (think Lost, maybe?). They need to work together to build a society.

Who will gather resources? Who will build? Who will plan? How will they feed themselves? How will they defend themselves from the / at night (though these villains could be turned off as a feature).

The key here is to have them plan and write all of this based on their in-world experiences. • Have students journal daily life on their island as though they were a real person in a real place. Imagine “Day 1 – Not sure how I got here. Haven’t seen another person. All was fine until nightfall. I began to hear a groaning sound in the forest and that’s when I saw the zombies. Now I’m holed up in a cave hoping they go away.” • Have students think of a real-world machine and attempt to recreate it in their Minecraft world.

People have even made out of Minecraft materials. Yes, it can be that complex. You can out a material called redstone. Players have built working rail stations, musical instruments, and more. Of course the multiplayer potential for the game opens up lots of collaborative opportunity. Imagine different classes working together to build something, different grade levels, or even students from schools in two different parts of the world!

Other folks are talking about this game’s potential as well. John McLear has a on the topic as well. Also, check out this interesting discussion on the same topic. Some of the principals in my district have asked me for ideas for a project similar to the WoWinSchool Project for earlier grades, either as an elective or a club.