Teacher Candidate Responses to Digital Games

Abstract

Teacher Candidate Responses to Digital Games: 21 81 -Century Skills Development JRTE I Vol. 42,No. 4, Researchers conducted a mixed-methods study with 21 undergraduate university students majoring in education to determine their ability to recognize the motivational factors and 21st-century learning skills associated with digital games. Results suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that the element of motivation was important, but motivation alone was not a sufficient reason to influence them to use digital-game-based instruction in their future classrooms. However, peer modeling and the positive responses received from middle/high school students to whom candidates taught games appeared to be factors in teacher candidates' decision to use digital games in the classroom. (

Digital Learning Resources and Ubiquitous Technologies in Education

“…It is the intention of this project to advance theory on the subject of technologies in education and to put forward an empirical study in the field of "digital learning resources" in the Maltese educational setting. This study sheds light about the real motivations and constraints for the use of digital learning resources (Sardone & Devlin-Scherer, 2010). The constructed variables have unfolded the educators" attitudes and perceptions about the costs and benefits of ICT in education.…”

“…In this light, this paper explores the educators" attitudes toward technology in education. It unfolds their motivations behind their use of digital learning technologies (Sardone & Devlin-Scherer, 2010;Warren et al, 2008).…”

“…Inevitably, students are affected by the teachers" stance on ICT in education. The pupils" motivation for digital learning resources may also be correlated to the access and availability of these innovative resources in school environments (Sardone & Devlin-Scherer, 2010). Wastiau, Blamire, Kearney, Quittre, Van de Gaer & Monseur (2013) have indicated that students have the highest frequency of digital learning resources when they are taught by teachers who possess appropriate digital skills, who use the internet, including social media in a responsible manner (Hoskins & Crick, 2010).…”

Technology in the Classroom: Improving Automaticity in Mental-maths in Primary-aged Students

“…However, researchers also found scepticism among academics and practitioners that using digital games (particularly those normally associated with leisure activities) is worth the time and financial investment (Bennet, Maton, & Kervin, 2008;Logie & Della Sala, 2010;Sardone & Devlin-Scherer, 2010), especially when more traditional approaches could be just as successful (Prensky, 2001). Concerns about the use of digital technology in education often focus on the resulting increased screen time and the associated health risks that come with this (Houghton, Hunter, Rosenberg, Wood, Zadow, Martin, & Shilton, 2015).…”

An Exploratory Multiple Case Study about Using Game-Based Learning in STEM Classrooms

“…It seems that including games into classrooms is probably one of the answers to that burning question because from an early age, that generation has honed their digital skills and has taken multitasking to a new level. Concurrently, they can text, listen to music, and browse the Internet (Sardone & Devlin-Scherer, 2010). In addition, kids like video games and a simple logic is that -by applying EvidenceCentered Design (ECD), the game-based formative assessments address the needs of both students and teachers for reliable and valid real-time actionable data within a motivating learning environment‖ (Shapiro, 2014).…”