Search results for author:"Mamta Shah"
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Mamta Shah
Drexel University School of Education
Mamta Shah is a postdoctoral scholar of Learning Technologies in the School of Education at Drexel University in Philadelphia, PA. She teaches and conducts research on the theoretical and practical applications of teaching, learning, and assessing with digital environments such as games, in different settings including schools, workplaces, informal, and online environments. Ms. Shah’s professional work focuses on advancing our understanding of developing and assessing the knowledge of educators’ (pre-service and in-service teachers, adult educators, teacher educators) and professionals in varied learning contexts in adopting digital environments to augment their practice. Through model development and testing, analysis of the cognitive and pedagogic affordances of digital environments, teacher professional development in online and face-to-face settings, and a focus on integrating immersive and interdisciplinary digital environments using an ecological approach, Mamta concentrates on supporting teaching and learning with digital environments across the K-adult education spectrum for developing interdisciplinary knowledge and skills and motivation to learn. Dr. Shah’s background is in learning technologies, educational leadership, and human development. Her professional agenda has emerged from both her research and life experiences growing up in Mumbai (India), and studying and living in Philadelphia. She has published book chapters and journal articles about technology and learning. She participates in organizations and academic societies related to technology and learning in varied capacities. She was recently selected to participate in the AERA Division C (Learning and Instruction) New Faculty Mentoring Program at the (upcoming) 2016 Annual Meeting of the American Educational Research Association in Washington D.C. She serves as the co-chair for the TPACK SIG in SITE from 2016-2018.
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The Play Curricular Activity Reflection Discussion Model for Game-Based Learning
Aroutis Foster; Mamta Shah
Journal of Research on Technology in Education Vol. 47, No. 2 (2015) pp. 71–88
This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the...
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Innovation in Game-Based Learning Through Play Curricular activity Reflection and Discussion (PCaRD)
Aroutis Foster; Mamta Shah
Global TIME 2012 (Feb 07, 2012) pp. 141–147
Successful innovations in game-based learning must facilitate a synergy between student engagement and pedagogy through games. This study examines an emerging Play Curricular activity Reflection and Discussion (PCaRD) pedagogical model for the...
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Promoting Teachers’ Identity Exploration: The Way Forward in Teacher Education for Game-Based Learning
Mamta Shah; Aroutis Foster
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 486–494
This mixed-methods study reports preliminary findings from Games, Science, and Identity Change- a year-long professional development (PD) undertaken to develop pre-service teachers’ (a) knowledge and skills to facilitate identity exploration through ...
Topics: Games & Simulations, Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies
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PCaRD: A model for teachers to integrate games in their classrooms
Aroutis Foster; Mamta Shah
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2525–2533
While game-based learning has entered K-12 classrooms, systematic models for integrating games have lagged behind. In this paper we describe the Play Curricular activity Reflection Discussion (PCaRD) model for integrating games into classrooms. As...
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Pre-Service Teacher Education for Technology Integration: Professional Identity, Experiences, and Knowledge
Mamta Shah; Sarah Ulrich
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2443–2451
This paper reports preliminary findings from an exploratory study that obtained a self-reported assessment of 37 pre-service teachers across the program to investigate the extent to which they (a) identified themselves in the role of a future...
Topics: Graduate Education & Faculty Development, Technological, Pedagogical Content Knowledge (TPACK)
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Affordances of Games for Identity Exploration: The case of Land Science
Aroutis Foster; Mamta Shah
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2016–2023
This study used the Dynamic Systems Model of Role Identity (DSMRI) to examine the extent to which a game, Land Science, afforded identity change opportunities as exploration of science identities, science content knowledge, science confidence,...
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Developing and assessing teachers’ knowledge of game-based learning
Mamta Shah; Aroutis Foster
Journal of Technology and Teacher Education Vol. 23, No. 2 (April 2015) pp. 241–267
Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA)...
Topics: Teachers, Learning Management Systems
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The Inquiry, Communication, Construction and Expression (ICCE) Framework for Understanding Learning Experiences in Games
Mamta Shah; Aroutis Foster
International Journal of Virtual and Personal Learning Environments Vol. 5, No. 2 (April 2014) pp. 1–14
There is a paucity of research frameworks that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for frameworks that provide a lens for understanding learning...
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Preparing Teachers for Integration of Digital Games in K-12 Education
Mamta Shah; Aroutis Foster
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2349–2356
In this paper, Game Network Analysis (GaNA) was used for developing and assessing fourteen pre-service teachers’ knowledge of game-based learning over 11-weeks. Data obtained from knowledge surveys and game integration scenario tests were...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies
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Examining Game Design Features for Identity Exploration and Change
Aroutis Foster; Mamta Shah
Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 4 (October 2016) pp. 369–384
This study used the Dynamic Systems Model of Role Identity (DSMRI) to examine the extent to which a game, Land Science, afforded identity change opportunities as exploration of science identities, science content knowledge, science confidence,...
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Game Network Analysis: Developing and assessing teachers’ knowledge of game-based learning
MAMTA SHAH; Aroutis Foster
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 685–692
Researchers argue that facilitating game-based learning requires teachers to cultivate specialized knowledge and skills. However, current trends suggest that few studies have explored the development and assessment of teacher knowledge of game-based ...
Topics: Games & Simulations, Technological, Pedagogical Content Knowledge
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Informal Learning and Augmented Reality: A Review of the Literature
Mark Petrovich; Mamta Shah; Aroutis Foster
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 886–891
The growth of digital media tools has enabled individuals to approach learning from an interactive and personalized perspective. One of these digital media tools, augmented reality (AR), provides intriguing opportunities for these developing forms...
Topics: Mobile teaching and learning technologies, Augmented Reality
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Empowering teachers towards efficacious adoption of game-based learning
Mamta Shah; Aroutis Foster; Sagit Betser
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2956–2964
Recurring barriers and lack of empirical knowledge about the pedagogical nature of teaching with games deter teachers from effectively adopting game-based learning in classrooms. In this paper, we present an in-service teacher’s insights from...
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Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy
Amanda Barany; Mamta Shah; Aroutis Foster
International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017 (2017)
Game-based learning researchers have emphasized the importance of teachers' game literacy and knowledge of pedagogical approaches involved in successfully adopting an instructional approach (Bell and Gresalfi, 2017). In this paper, we describe...
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From Virtual to Real: A Literature Review of Augmented Reality Implementations for Informal Learning
Mark Petrovich; Mamta Shah; Aroutis Foster
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 771–777
The development of several digital technologies has enabled educators and researchers to approach learning and education from a personalized perspective. At the forefront of this technological-pedagogical development is augmented reality (AR)....
Topics: Mobile Learning, Teaching and Learning with Emerging Technologies
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Designing a Game-based Learning Course: K-12 Integration and Pedagogical Model
Aroutis Foster; Jennifer Katz-Buonincontro; Mamta Shah
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1477–1483
While game-based learning has entered K-12 classrooms, the integration process is often not documented because of a focus on the effects of games. This paper presents results of a digital games technology integration process in a yearlong research...
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From Virtual to Real: An Expanded Systematic Review of Augmented Reality Learning
Mark Petrovich Jr.; Mamta Shah; Aroutis Foster
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 980–989
The development of several digital technologies has enabled educators and researchers to approach education from a personalized perspective. At the forefront of this technological-pedagogical development is augmented reality (AR). Though research...
Topics: Mobile Learning, Games & Simulations
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Pre-service Teacher Education in Game-Based Learning: Analyzing and Integrating Minecraft
Mamta Shah; Aroutis Foster; Matthew Scottoline; Matthew Duvall
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2646–2654
Pre-service teachers need the skills to identify the suitability of games and to employ games in curriculum development. We present a qualitative study in which one pre-service teacher analyzed and integrated Minecraft in a game-based learning...
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Change in Role Identity of an Environmental Science Educator Who Desires to Facilitate Learning by Making
Mamta Shah; Mark Petrovich; Aroutis Foster; Raja Schaar; Danielle Chen
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1635–1645
This paper reports preliminary qualitative findings from Invent with Environment- an ongoing year-long (November 2018- May 2019) mixed-methods study undertaken to develop and test maker courses for supporting high school students’ identity...
Topics: Maker (Formerly Engineering Education), Teaching and Learning with Emerging Technologies
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Bridging Art Education and Museum Experiences through Game-Based Learning
Aroutis Foster; Mamta Shah; Amanda Barany; Jen Katz-Buonincontro; Pooja Rangan; Kevin Gross; Robert Speck
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2324–2326
We present Keys to the Collection (KttC), a mobile-game for Art education developed for the Barnes Foundation in Philadelphia, USA for children aged 9-13 years. KttC aids children in developing knowledge about the basic elements and principles of...
Topics: New Possibilities with Information Technologies, Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies
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Tracking Identity Exploration Trajectories in Game-Based Learning
Amanda Barany; Hamideh Talafian; Mark Petrovich Jr.; Mamta Shah; Aroutis Foster
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 700–709
This paper reports findings from a comparative case study that investigated changes in high school students’ science-related identities over time as a result of their participation in an augmented virtual learning environment (VLE) designed with...
Topics: Teaching and Learning with Emerging Technologies, Games & Simulations
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Developing Science Identities through Games: An Analysis of Game Design Features that Support Identity Exploration
Aroutis Foster; Amanda Barany; Mamta Shah; Tamara Galoyan; Healthy Moeung; Sally Im; DonEl Brown; Micah Watanabe
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 416–425
This paper presents an in-depth examination of three exemplary virtual environments for science learning (Land Science, River City, and EcoMUVE) to identify and conceptualize game features that support student identity exploration. The work...
Topics: Games & Simulations, Teaching and Learning with Emerging Technologies
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Facilitating and Tracing Identity Change in Augmented Virtual Learning Environments
Hamideh Talafian; Amanda Barany; Mark Petrovich Jr.; Mamta Shah; Aroutis Foster
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2062–2069
This paper introduces Projective Reflection (PR) as one way of conceptualizing learning as a process of identity exploration and gaining the knowledge and skills to reconstruct oneself through a theory called Projective Reflection (Foster, 2014)....
Topics: Teaching and Learning with Emerging Technologies, Games & Simulations
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The Development of Technological Pedagogical Content Knowledge (TPACK): Part 1
Mamta Shah; Michael Philips; Aaron Kessler; Joshua Rosenberg; Eric Poitras; Negar Fazeli; Amanda Barany; Aroutis Foster
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2452–2456
This session includes five empirical presentations that feature investigations undertaken to argue for and demonstrate practical applications of enhancing pre-service and in-service teachers? knowledge of technology integration. The development of...
Topics: Games & Simulations, Technology Leadership, Technological, Pedagogical Content Knowledge (TPACK)
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Emergent Pedagogies – What is an Emerging Technology? The SITE Community’s Perspective
Amy Eguchi; Lorraine Beaudin; Mamta Shah; Tugba Altan; Josh Corbat; Lesia Lennex; Aroutis Foster; Mark Petrovich, Jr.
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1441–1444
In our ever-changing society, where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed to fulfill the work of advancing technology. Ito and Howe state...
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The Technological Pedagogical Content Knowledge (TPACK) Framework: Lineages of the First Ten Years of Research: Part 1
Aaron Kessler; Michael Phillips; Matthew Koehler; Punya Mishra; Joshua Rosenberg; Denise Schmidt-Crawford; Wei Wang; Judith Harris; Chrystalla Mouza; Daniel Mourlam; Aroutis Foster; Mamta Shah
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2376–2380
The purpose of this symposium is to provide the TPACK community with a snapshot of the first ten years of the TPACK framework with the hope that this comprehensive review will provide the researchers with an opportunity to reflect on the development ...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Multiple Perspectives on Strengthening the Ability of Teacher Education Programs to Prepare Teacher Candidates to Integrate Technology
Teresa, S. Foulger; Mamta Shah; Kevin J. Graziano; Denise A. Schmidt-Crawford; David A. Slykhuis; Rohit Mehta; Irina Lyublinskaya; Debra Sprague
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2041–2046
In the new National Education Technology Plan from U.S. Department of Education Office of Educational Technology, a claim is made that school districts cannot consistently count on teacher educators to help new teachers develop their ability to...
Topics: faculty development, Technology Leadership, Technological, Pedagogical Content Knowledge (TPACK)