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In the recent decade, a number of literature reviews were conducted to examine the effectiveness of learning games. However, prior reviews typically focused on providing a synopsis of the overall research trends and the games’ impact on cognitive and non-cognitive learning, without providing critical and contextual information of learning-gameplay integration or the game design features. The current review focuses on recent empirical studies that implement learning games for K-12 mathematics education during the time period of 2008–2021 via a systematic search of the databases. Forty-three papers were identified as the result of a three-stage data extraction process. We identified the trends of implementing learning games in mathematics education and the ways to designing and integrating math content in gameplay. We propose that more research is needed to examine the design and use of learning games for math learning in K-12 settings. Recommendations for future game-based learning design and research are presented. 相似文献
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Renny S. N. Lindberg Teemu H. Laine Lassi Haaranen 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1979-1995
An increasing number of countries have recently included programming education in their curricula. Similarly, utilizing programming concepts in gameplay has become popular in the videogame industry. Although many games have been developed for learning to program, their variety and their correspondence to national curricula remain an uncharted territory. Consequently, this paper has three objectives. Firstly, an investigation on the guidelines on programming education in K-12 in seven countries was performed by collecting curricula and other relevant data official from governmental and non-profit educational websites. Secondly, a review of existing acquirable games that utilize programming topics in their gameplay was conducted by searching popular game stores. Lastly, we compared the curricula and made suggestions as to which age group the identified games would be suitable. The results of this study can be useful to educators and curriculum designers who wish to gamify programming education. 相似文献
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教师的教学设计能力直接影响着基础教育新课程改革的推进和实施,是教师专业化的重要体现。本文采用问卷调查和内容分析法,以山东部分地区的教师和网络最新教案为调查对象,从教师的教学观念、教师对教学设计的认识和重视程度、教学设计一般方法的应用等方面调查分析了中小学教师的教学设计能力现状,并根据调查结果,针对性地提出了教学设计的培训策略。 相似文献
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Mansureh Kebritchi 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):256-270
Even though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K‐12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K‐12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games. 相似文献
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Saeideh Heshmati Nicole Kersting Taliesin Sutton 《International Journal of Science and Mathematics Education》2018,16(4):777-796
This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that interactions focused on game progress, rules, and turn taking with little exploration of strategies or the underlying mathematics. To compare the quality of teacher-student interactions during games with interaction quality during other instructional activities, we coded 5 videotaped lessons from each of the 14 classrooms. Statistical results from a dependent t test indicated that teacher-student interactions were of statistically significant lower quality during games than during non-game segments with similar instructional purpose. Teachers might benefit from additional curriculum support and training to implement games as rich mathematical learning opportunities. 相似文献
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The authors created a psychometrically sound instrument that could be used to examine K-12 teachers’ perceptions of arts integration. Ten content experts reviewed the initial survey items for construct-fit and readability. Scores from 354 K-12 teachers were examined for the survey’s initial factor structure through exploratory factor analysis (EFA). Then, scores from 1,072 K-12 teachers were analyzed to complete a confirmatory factor analysis (CFA) of the Putting the Arts and the Classroom Together (PACT) data. EFA results indicated a three-factor structure (i.e., value, willingness, and barriers), and CFA results produced model indices showing good fit of the three-factor model. For purposes of examining teachers’ practices in integrating the arts, establishing teacher receptiveness to arts integrated curriculum is important in designing and implementing any professional development program. This survey could be used to establish baseline participant perceptions for staging targeted professional development to support educators in creating appropriate arts integrated curricula. 相似文献
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The purpose of this study is to address the pragmatics of integrating virtual worlds for teaching and learning for K-12 education.
Specifically this qualitative investigation focuses on a reflective dialogue gathered from a group of K-12 (primary and secondary
school) educators about their experiences using both Active Worlds Educational Universe and Second Life. Reflections consist of both their experiences as (a) a learner within both applications, (b) developing instructional content
in both applications, and (c) perceptions of value of each application for teaching and learning. The goal of this research
is to investigate how K-12 teachers’ perceptions of virtual worlds may impact the integration of new tools for teaching and
learning. 相似文献
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This article describes the applicability of the statewide professional development model for higher education implemented by the Illinois IHE Partnership designed to support teacher educators in integrating the key principles of a multitiered system of supports (MTSS) in teacher-education program coursework and field experiences. The process included identifying technical assistance coordinators at each partner institution, facilitating faculty workgroups, providing ongoing coaching about the key principles of MTSS, and providing access to resources and sample materials that supported teacher educators’ integration of MTSS in teacher preparation. The critical elements of MTSS identified by the project staff included universal core instruction, evidence-based practices, problem-solving process, formal and informal assessment, data-based decision making, positive behavior interventions and supports, parent involvement and collaboration, and integrity of implementation. Implications and recommendations for other institutions of higher education that use a similar professional development process in teacher-preparation programs are discussed. 相似文献
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AbstractClimate change as an instructional topic in K-12 schools is most frequently taught in the science classroom. However, it is a human issue requiring social as well as technological and scientific solutions. This study analyzes and evaluates a climate change curriculum implemented via an integrated social studies and language arts framework in a middle school classroom. The curriculum reflects collaboration between a private school, a climate education non-profit, and a government agency (NOAA). Following the first year of implementation, student surveys, teacher interviews, and classroom observations comprise the primary tools of data collection and evaluation. Based off these data, students demonstrate high levels of climate literacy, improvements in reading comprehension, and overall engagement with the topic. Teachers report successes and challenges of teaching the curriculum, and administrators offer opportunities for scaling and implementing the curriculum in other schools and contexts (including public schools). Findings from this study are relevant to climate change curriculum developers, researchers, and educators seeking to incorporate an interdisciplinary, socio-scientific approach to climate change education in their work. 相似文献
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AbstractBarriers to technology integration continue to make it difficult for teachers to use educational technologies in the classroom. This 3-year time-series survey study conducted in K-12 public schools in a North Midwestern US state investigates teachers’ perceptions of how barriers to technology integration change over time, and how barriers may not be the same in different settings including small and large school districts. Results indicate that time was the most stable and persistent barrier to technology integration. Access to technology tools and resources increased, yet teacher beliefs, and training and technical support declined over time. Teachers from smaller school districts reported higher access to technology tools and resources and higher administrative support. Recommendations to improve educational technology integration in K-12 schools are provided. 相似文献
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Educational tools claiming to use “right‐brain techniques” are increasingly shaping school curricula. By implying a strong scientific basis, such approaches appeal to educators who rightly believe that knowledge of the brain should guide curriculum development. However, the notion of hemisphericity (idea that people are “left‐brained” or “right‐brained”) is a neuromyth that was debunked in the scientific literature 25 years ago. This article challenges the validity of “right‐brain” teaching, highlighting the fact that neuroscientific research does not support its claims. Providing teachers with a basic understanding of neuroscience research as part of teacher training would enable more effective evaluation of brain‐based claims and facilitate the adoption of tools validated by rigorous independent research rather than programs based on pseudoscience. 相似文献
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The deaf education profession faces a critical juncture. First, the 2006 leadership crisis that swept deaf education's flagship institution--Gallaudet University--will propel professionals to think deeply about promoting diversity, equity, and access in deaf education teacher and leadership preparation programs. Second, personnel shortages require attention: Teacher and leadership voids in university and K-12 programs loom if training efforts are not increased. Teaching and leadership needs center on three challenges: (a) understanding the changing demographic composition of the student, teacher, and leadership populations; (b) developing an evolving curriculum founded on research-based practices; (c) continuing to enlarge the knowledge base through applied research in the social sciences. Two case studies examine teacher training and leadership programs at universities that address these challenges. The importance of workplace deaf-hearing bicultural teams is examined. Implications for the preparation of teacher and leadership personnel in deaf education are discussed. 相似文献
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WANG Dinghua 《Frontiers of Education in China》2022,17(3):388
The reform of rural teacher team building has entered the deep-water zone where tough challenges must be met in the new era. In order to adapt to the new situation and cope with the new challenges, the national training of K-12 teachers in China should set up the concept of high-quality products, summarize the experience of the grass-roots level, aim at the prominent problems, give full play to the exemplary and leading role of the National Training Plan, and promote the comprehensive improvement of the quality and efficiency of teacher training. During the 13th Five-Year Plan period, the national training of K-12 teachers in China has achieved gratifying results, as well as considerable problems in the implementation of the National Training Plan. On the basis of sorting out the progress of the national training for K-12 teachers in the new era, this paper puts forward development strategies. 相似文献
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Patty Leblanc 《Technology, Pedagogy and Education》2013,22(1-2):25-34
ABSTRACT This paper describes a teacher training project at Barry University in Miami Shores, Florida. The purpose of this project is to develop, implement, and evaluate a model for providing district‐wide teacher training in the use and integration of instructional technology to achieve curricular goals that are competency‐based and designed to be world class standards. The project was funded by the US Department of Education's Fund for Innovation in Education for a period of three years. During that time, 284 elementary teachers received graduate credit at Barry University for participation in an intensive course on the infusion of technology across the curriculum and for conducting teacher training at their own schools. This paper describes the teacher training model and preliminary results of the project. 相似文献
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Technology should play a role in the classroom, however, the gaps that currently exist between student and teacher use of technology can impede successful technology integration. While teacher education programs and faculty build courses based on foundational pedagogies in the field of curriculum and instruction, current needs, such as technology skills, may be overlooked as an essential part of the coursework for preservice teachers. This article presents a synthesized list of available websites and applications for both teacher educators and preservice teachers which can serve as a starting point for technology integration. If faculty can create an environment that honors and assesses the technological skills of their students and commit to understanding how the next generation of learners are using technology to learn, there may be a future impact on the classrooms of those preservice teachers as they start their own careers. 相似文献
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The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based
path. The model moves teachers through four specific stages of technology adoption toward using technology to support learning
in more student-centered ways. The model describes how a mentor can negotiate the interplay of multiple barriers (time, beliefs,
access, professional development, culture) on teachers who are learning to integrate technology and suggests a number of strategies
for integrating technology, such as establishing a culture of technology integration, modeling technology use, and creating
teacher leaders. Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates
with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support
and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education
settings are discussed. 相似文献