The Gamer Generation Teaches SchoolThe Gaming Practices and Attitudes towards The Gaming Practices and Attitudes towards Technology of Pre-Service Teachers
Elisabeth Hayes, Maryellen Ohrnberger
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Zusammenfassungen
The purpose of this research was to investigate the gaming
practices of freshmen undergraduate teacher education students.
The study also investigated how students who play
games compared to non-gamers in their interest in using specific
technologies for learning, their beliefs about how technology
affects their learning, their orientation towards using
new technologies, and their beliefs about the role of technology
in their future careers. A broader goal was to lay the
groundwork for a better understanding of how current teacher
education students’ gaming practices might be leveraged in
efforts to introduce game-based learning and other digital
technologies into K-12 education.
Von Elisabeth Hayes, Maryellen Ohrnberger im Text The Gamer Generation Teaches School This study explores preservice teachers’ current
and previous gaming practices, and the relationship of gaming to their
preferences for learning with technology as well as their beliefs about the
importance of technology in their future profession. We were not interested
simply in how prior gaming experience might relate to preservice teachers’
attitudes towards using games in their own teaching, but rather in how
gaming might be tied to broader attitudes towards a wide range of learning
technologies. The next sections briefly review the literature on games
for learning, and build a case for the importance of understanding preservice
teachers’ out-of-school gaming experiences. This is followed by a review of
existing studies on inservice and preservice teachers’ gaming practices and
their attitudes towards using games in their own teaching, as well as two
studies that investigated the relationship of gaming to broader attitudes and
practices associated with learning technologies. These studies tend to explore
a restricted range of gaming practices, which limits our understanding
of teachers’ gaming experience and how this experience might inform their
attitudes towards and comfort with technologies in their own teaching. We
then move to a description of the present study, which attempted to capture
a wider range of potentially relevant game-related skills and orientations
among preservice teachers.
Von Elisabeth Hayes, Maryellen Ohrnberger im Text The Gamer Generation Teaches School Dieser wissenschaftliche Zeitschriftenartikel erwähnt ...
Begriffe KB IB clear | Computerspielecomputer game , Digitalisierung , LehrerInteacher , LehrerInnen-Bildungteacher training , Lernenlearning , Schuleschool , Spielgame |
Dieser wissenschaftliche Zeitschriftenartikel erwähnt vermutlich nicht ...
Nicht erwähnte Begriffe | Bildung, Kinder, Schweiz, Unterricht |
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