Last year I wrote a blog entry on games in the classroom.  The general guist of the piece went something like this: teaching practices, especially the implementation of classroom games, seems to have stalled since the fast and loose days of Hangman and other such earth shattering innovations.  This is all especially odd because games, as a field of thought, are undergoing something of a renaissance right now—and I’m not just talking about narrative advances and new, more immersive interfaces.