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Pre-Service Teachers’ Responses to Quest-Based Learning in a Mandatory Communication Technology Course
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, , University of Lethbridge, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Integrating technology in education is a never-ending task, beset with barriers through its introduction and implementation. Likewise, training pre-service teachers to integrate technology into teaching and learning is a challenging and complex task. Each year, our student population becomes more and more diverse. Students come with diverse technology skills and increased personal responsibilities. This paper reviews students’ responses to a quest-based delivery of a mandatory communication technology course. The course was designed to be more self-directed and offer opportunities for instructors to personalize student learning–making the course more meaningful for each student by honoring the individual skills and backgrounds of our students. A total of 63 quests were created, each assigned Experience Point (XP) ranging from 0-100. To pass the course, students were required to complete all Mandatory quests (typically assigned 0 XP) and 400 XP from Exploratory quest. This paper outlines our students’ responses to using that approach in a mandatory Communication Technology course.

Citation

Beaudin, L. & Ratther, O. (2018). Pre-Service Teachers’ Responses to Quest-Based Learning in a Mandatory Communication Technology Course. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 382-385). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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