Academic Journal
Fighting Baddies and Collecting Bananas: Teachers' Perceptions of Games-Based Literacy Learning
| العنوان: | Fighting Baddies and Collecting Bananas: Teachers' Perceptions of Games-Based Literacy Learning |
|---|---|
| اللغة: | English |
| المؤلفون: | Gerber, Hannah R., Price, Debra P. |
| المصدر: | Educational Media International. 2013 50(1):51-62. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| وصف مادي: | |
| Page Count: | 12 |
| تاريخ النشر: | 2013 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education |
| Descriptors: | Popular Culture, Professional Development, Video Games, Teaching Methods, Educational Technology, Language Arts, English Instruction, Case Studies, Graduate Study, Learner Engagement, Teacher Attitudes, Elementary School Teachers, Secondary School Teachers |
| DOI: | 10.1080/09523987.2013.777182 |
| تدمد: | 0952-3987 |
| مستخلص: | This paper discusses how practicing teachers conceptualize commercial off the shelf (COTS) videogames within classroom-based English language arts instruction. Understanding how today's teachers perceive virtual worlds and videogames as an instructional tool for schema building within literacy development will help researchers better understand ways to structure games-based learning in classroom environments. Data for this study were drawn from case study research of a graduate pilot course focusing on the intersections of virtual worlds, popular culture, and literacy instruction. Findings indicate that a limited understanding of videogames and virtual worlds does not hinder practicing teachers from desiring to create engaging units of study using videogames as a schema building tool. However, teachers feel that using videogames for schema building in the classroom will lead to negative perceptions of how they are viewed as teachers. This is compounded by the perception that they will not receive adequate financial support in the form of professional development from administration, nor will they receive monies for technological support to implement within instruction. However, despite these findings, teachers desire to use games-based learning and implement it as a schema building exercises with their students. |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2013 |
| رقم الانضمام: | EJ1005259 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0952-3987 |
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| DOI: | 10.1080/09523987.2013.777182 |