You are here:

Elementary schools teachers’ perceptions of integrating digital games in their teaching at different career stages
PROCEEDING

, Open university;, Israel ; , Achva Academic College, Israel

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

TThe present study examines Israeli teachers` perceptions of the integration of digital games-based learning (DGBL) into their instruction at different stages of their career. The research methodology is qualitative. The study involved 28 elementary school teachers who were integrating digital game-based learning into their instruction in the classroom. Their semi-structured interviews were transcribed and underwent categorical content analysis. The findings show that teachers at different stages of their career express different perceptions regarding the integration of digital game-based learning into their instruction. The study identified key characteristics among teachers regarding to two elements: patterns of adopting digital game-based learning and implementing digital game-based learning in teaching. Based on those two characteristics, four basic types of teachers were identified. The findings of the study have practical implications for the formulation of policies regarding digital game integration, professional development and teacher training, the development of digital game-based learning in relation to the career stage and the adoption and implementation patterns of teachers.

Citation

Hayak‬‏, ‪. & Avidov Ungar, O. (2019). Elementary schools teachers’ perceptions of integrating digital games in their teaching at different career stages. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1850-1856). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from .

© 2019 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Backlund, P., & Hendrix, M. (2013). Educational games-are they worth the effort? A literature survey of the effectiveness of serious games. In: Games and virtual worlds for serious applications (VS-GAMESS), 2013 (5), 18.
  2. Baek, Y.K. (2008). What hinders teachers in using computer and videogames in the classroom? Exploring factors inhibiting the uptake of computer and videogames. CyberPsychology Et Behavior, 11(6), 665-671.
  3. Beauchamp, G. (2013). ICT in the primary school: From pedagogy to practice. Routledge.
  4. Becker, K. (2007). Digital games‐based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488.
  5. Beavis, C., Rowan, L., Dezuanni, M., McGillivray, C., O'Mara, J., Prestridge, S, Stieler-Hunt C., Thompson R. & Zagami, J. (2014). Teachers' beliefs about the possibilities and limitations of digital Games in Classrooms. Elearning and Digital Media, 11(6), 569-581.
  6. Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. London and N.Y: Teachers College Press.
  7. Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Routledge Falmer. De Freitas, S., & Maharg, P. (Eds.). (2011). Digital games and learning. Bloomsbury Publishing.
  8. Ellis, H., Heppell, S., Kirriemuir, J., Krotoski, A., & McFarlane, A. (2006). Unlimited learning: Computer and videogames in the learning landscape. London: Entertainment and Leisure Software Publishers Association, 66. SITE 2019-Las Vegas, NV, United States, March 18-22, 2019
  9. Eros, J. (2011). The career cycle and the second stage of teaching: Implications for policy and professional development. Arts Education Policy Review, 112(2), 65-70
  10. Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
  11. Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
  12. Gee, J.P. (2007). Good videogames+ good learning: Collected essays on videogames Learning and literacy. New York: PETERLANG Publishing.
  13. Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: How effective are they? A meta‐analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219. Doi:10.1111/J.13652729.2012.00489.x
  14. Groff, J., Howells, C., & Cranmer, S. (2010). The impact of console games in the classroom: Evidence from schools in Scotland. UK: Futurelab.
  15. Joyce, A., Gerhard, P., & Debry, M. (2009). How are digital games used in schools: Complete results of the study. European Schoolnet.
  16. Ketelhut, D.J., & Schifter, C.C. (2011). Teachers and games-based learning: Improving understanding of how to increase efficacy of adoption. Computers and Education, 56(2), 539–546.
  17. Klopfer E., Osterweil, S. & Salen K. (2009). Moving learning games forward. Cambridge, MA: The Education Arcade.
  18. Koh, E., Yeo, G., Wadhwa, B., & Lim, J. (2012). Teacher perceptions of games in Singapore schools. Simulation Gaming, 43, 51–66. Doi:10.1177/1046878111401839
  19. Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic Inquiry. Beverley Hills, USA: Sage Publications.
  20. McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. TEEM, Cambridge.
  21. Ministry of Education (2012) Adapting the education system to the 21st century, Master document. Jerusalem: Ministry of Education (Hebrew)
  22. Ministry of Education (2015). Professional development for teaching staff within the framework of Ofek Chadash: Policy and Guidelines for the 2016 school year. Jerusalem: Ministry of Education (Hebrew)
  23. NFER (2009). Teacher voice omnibus survey. Retrieved from http://www.nfer.ac.uk/nfer/what-we-offer/teachervoice/PDFs/futurelab.pdf
  24. Nousiainen, T., Kangas, M., Rikala, J., & Vesisenaho, M. (2018). Teacher competencies in games-based pedagogy. Teaching and Teacher Education, 74, 85-97. Ido:10.1016/J.tate.2018.04.012
  25. Oplatka, I., & Tako, E. (2009). Schoolteachers' constructions of desirable educational leadership: A career-stage perspective. School Leadership and Management, 29(5), 425-444. Ido:
  26. Prensky, M. (2006). Don't Bother Me, Mom, I'm Learning! How computer and videogames are preparing your kids for 21st century success and how you can help! New York: Paragon House.
  27. Proctor, M.D., & Marks, Y. (2013). A survey of exemplar teachers' perceptions, use, and access of computer-based games and technology for classroom instruction. Computers& Education, 62, 171-180.
  28. Rogers, E.M. (2003). Diffusion of innovations, 5th ed. New York, NY: Free Press.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References