Teaching to Teach (with) Game Design: Game Design and Learning Workshops for Preservice Teachers

Autor/inn/en	Akcaoglu, Mete; Kale, Ugur
Titel	Teaching to Teach (with) Game Design: Game Design and Learning Workshops for Preservice Teachers
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 16 (2016) 1, S.60-81 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Games; Educational Games; Computer Games; Preservice Teachers; Workshops; Design; Critical Thinking; Problem Solving; Teaching Methods; Teacher Education Programs; Case Studies; Reflection; Participatory Research; Learning Experience; Elementary Secondary Education; Educational Technology; Technology Integration; Technology Uses in Education; Technological Advancement; Constructivism (Learning); Pedagogical Content Knowledge; Technological Literacy; Research Design; Lesson Plans; Preschool Education; Grade 3; Grade 7; Online Surveys; Questioning Techniques; Comparative Analysis; Scoring Rubrics; Computer Simulation + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Lernwerkstatt; Schulung; Kritisches Denken; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Forschungstätigkeit; Lernerfahrung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technological development; Technologische Entwicklung; Pädagogische Kompetenz; Technisches Wissen; Forschungsdesign; Lesson planning; Unterrichtsplanung; Pre-school education; Vorschulerziehung; School year 03; 3. Schuljahr; Schuljahr 03; School year 07; 7. Schuljahr; Schuljahr 07; Befragungstechnik; Fragetechnik; Scoring formulas; Auswertungsbogen; Computergrafik; Computersimulation
Abstract	Engagement in game design tasks can help preservice teachers develop pedagogical and technical skills for teaching and promoting critical thinking and problem-solving skills. Through the design process, preservice teachers not only exercise critical-thinking and problem-solving skills, but also learn about an instructional method to support their future students' problem-solving skills. Becoming comfortable with games and game design, however, requires firsthand design experiences, which teacher education programs hardly provide. Given the limited opportunities and research, this study attempted to gain insight into the implementation of a game design workshop to teach preservice teachers how to integrate game design in their future practices. In this exploratory case study, we analyzed reflections and lesson plans from four preservice teachers who participated in a game design workshop. Overall, the preservice teachers found the workshop to be effective in teaching them the intricacies of the game design process. However, both the participants' learning experiences during the workshop and the level of pedagogical elements present in their lesson plans varied depending on their technology knowledge and teaching context. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01