{"title":"调查教师在学校使用游戏的实践:基于模式的方法","authors":"T. Jesmin, Tobias Ley","doi":"10.1145/2957792.2957805","DOIUrl":null,"url":null,"abstract":"We introduce teachers' practice patterns as a possible way to enhance knowledge building about game use in schools. We developed patterns through critical incident interviews with 15 Estonian school teachers and validated them in an online forum. We present the patterns, experiences around employing the approach for knowledge building and report some general themes on game use in schools that have emerged from this work.","PeriodicalId":297748,"journal":{"name":"Proceedings of the 12th International Symposium on Open Collaboration","volume":"154 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2016-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Investigating teachers' practices of using games in school: A pattern-based approach\",\"authors\":\"T. Jesmin, Tobias Ley\",\"doi\":\"10.1145/2957792.2957805\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"We introduce teachers' practice patterns as a possible way to enhance knowledge building about game use in schools. We developed patterns through critical incident interviews with 15 Estonian school teachers and validated them in an online forum. We present the patterns, experiences around employing the approach for knowledge building and report some general themes on game use in schools that have emerged from this work.\",\"PeriodicalId\":297748,\"journal\":{\"name\":\"Proceedings of the 12th International Symposium on Open Collaboration\",\"volume\":\"154 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-08-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the 12th International Symposium on Open Collaboration\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/2957792.2957805\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 12th International Symposium on Open Collaboration","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/2957792.2957805","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Investigating teachers' practices of using games in school: A pattern-based approach
We introduce teachers' practice patterns as a possible way to enhance knowledge building about game use in schools. We developed patterns through critical incident interviews with 15 Estonian school teachers and validated them in an online forum. We present the patterns, experiences around employing the approach for knowledge building and report some general themes on game use in schools that have emerged from this work.
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