EduBingo: Developing a Content Sample for the One-to-One Classroom by the Content-First Design Approach

Autor/inn/en	Chang, Sung-Bin; Lin, Chi-Jen; Ching, Emily; Cheng, Hercy N. H.; Chang, Ben; Chen, Fei-Ching; Wu, Denise; Chan, Tak-Wai
Titel	EduBingo: Developing a Content Sample for the One-to-One Classroom by the Content-First Design Approach
Quelle	In: Educational Technology & Society, 12 (2009) 3, S.343-353 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Instructional Design; Educational Games; Arithmetic; Technology Uses in Education; Educational Research; Program Content; Teacher Role + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Educational game; Lernspiel; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsforschung; Pädagogische Forschung; Programmgestaltung; Lehrerrolle
Abstract	The successful adoption of technologies in classrooms, we argue, relies on a greater emphasis on content-related pedagogical models for technology enhanced learning design. We propose the "content-first design", an approach to creating content sample in the one-to-one classroom--classrooms with a wireless enabled computing device available for each student. To demonstrate this design approach, we take arithmetic calculation (fractions, multiplications, divisions, etc.) in elementary schools as the subject domain with EduBingo, an educational game system played in one-to-one classrooms. The system allows the teacher to monitor the accuracy and speed of the student answers during a game session, and the students can reflect on their answers after the game. Two trial tests are described, one focusing on the students while the other on the teacher. The first test indicates that the students make progress on arithmetic fluency from one session to another and that the game promotes positive affect; the second illustrates how a teacher felt the game fit into her classroom practices. This paper emphasizes those considerations that are most vital to the content-first design approach proposed herein. (Contains 7 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10