教师将数位游戏学习纳入小学课堂的知识与计划

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-02-16 DOI:10.1080/1475939X.2023.2175719
Merav Hayak, O. Avidov-Ungar
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引用次数: 1

摘要

本定性研究采用半结构化访谈对28名小学教师进行访谈,以考察他们将基于数字游戏的学习(DGBL)整合到课堂中的知识类型及其整合计划的性质。研究发现,教师使用的知识类型有四种:游戏知识、游戏技术知识、游戏教学知识和游戏技术教学内容知识。我们确定了五个整合规划阶段,其中A-C阶段涉及游戏选择过程,D-E阶段涉及课堂游戏整合。大多数教师计划将DGBL整合到课堂中,使用的是按顺序遵循每个阶段的结构化方法,而一些教师采用灵活的计划模式,省略或重新安排某些阶段。教师在每个DGBL整合规划阶段使用的知识类型被确定,这些知识类型将与教师教育者和寻求更好地将DGBL整合到他们的实践中的教师相关。
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Knowledge and planning among teachers integrating digital game-based learning into elementary school classrooms
ABSTRACT The qualitative research employed semi-structured interviews with 28 elementary school teachers to examine the types of knowledge they use to integrate digital game-based learning (DGBL) into their classrooms and the nature of their integration planning. The findings revealed that teachers use four types of knowledge: game knowledge, game technological knowledge, game pedagogical knowledge and game technological pedagogical content knowledge. Five integration planning stages were identified, with stages A–C concerning the process of game selection and stages D–E concerning the integration of games in the classroom. Most teachers plan DGBL integration into their classrooms using a structured approach that follows each stage in order, whereas some teachers adopt a flexible planning pattern that omits or reorders some stages. The types of knowledge teachers use at each DGBL integration planning stage were identified and will be relevant to teacher educators and to teachers seeking to better integrate DGBL into their practice.
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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