In addition to mediums such as art, exercise, transit, and empathy, a quite crucial channel to consider in the field of media micro-ecology is education and its relation to digital literacy and learning. North American public-school curricula leaders generally remain blind to the inclusion of digital literacy, overlooking the benefits of procedural rhetoric. In English and social studies class, students are asked to generate arguments and narratives with consideration of guidelines and standardized formatting. Why is it evident that digital games, though they play the same role, are frowned upon by educational program coordinators?  

In addition to mediums such as art, exercise, transit, and empathy, a quite crucial channel to consider in the field of media micro-ecology is education and its relation to digital literacy and learning. North American public-school curricula leaders generally remain blind to the inclusion of digital literacy, overlooking the benefits of procedural rhetoric. In English and social studies class, students are asked to generate arguments and narratives with consideration of guidelines and standardized formatting. Why is it evident that digital games, though they play the same role, are frowned upon by educational program coordinators?