“获取技术是主要挑战”:教师对K-12教室DGBL障碍的看法

Q1 Social Sciences

E-Learning Pub Date : 2021-05-01 DOI:10.1177/2042753021995315

Cristyne Hébert, J. Jenson, Tatyana Terzopoulos

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引用次数: 15

摘要

在这篇文章中，我们报告了一项针对32名教师的研究，以及他们如何实施一款旨在支持加拿大安大略省7年级和8年级人文和自然地理课程的数字游戏。本文的目的是分析和有力地代表参与研究的教师的经验，他们中的大多数人以前从未利用数字游戏与他们的一个班级构建过综合学习体验。教师的声音通常不会出现在基于数字游戏的学习(DGBL)的研究中，通过聚焦教师的声音，我们希望能够洞察到将数字游戏融入课堂的一些真正挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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“Access to technology is the major challenge”: Teacher perspectives on barriers to DGBL in K-12 classrooms

In this article, we report on a study of 32 teachers and their implementation of a digital game designed to support the human and physical geography curriculum in grades 7 and 8 in the province of Ontario, Canada. The purpose of the paper is to analyze and robustly represent the experiences of teachers who participated in the study, most of whom had never before constructed an integrated learning experience utilizing a digital game with one of their classes. By centering teacher voices, which often do not appear in research on digital game-based learning (DGBL), we hope to provide insight into some of the real challenges of incorporating digital games into classrooms.

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.