Gaming in Technology Education
Technology Teacher Volume 68, Number 5, ISSN 0746-3537
The authors have devoted a considerable amount of time evaluating the role that gaming and game development plays in the form of curricula integration and as a future career focus for students interested in this field. From the research conducted through the completed National Science Foundation (NSF) project, VisTE: Visualization in Technology Education Project (NSF#ESI-0137811), gaming came to the forefront as a way to gain student interest in topics related to Science, Technology, Engineering, and Mathematics (STEM). The VisTE project's major tasks were to develop supplemental materials that promote "Standards for Technological Literacy: Content for the Study of Technology" (STL)(ITEA, 2000/2002/2007), produced by the International Technology Education Association. Throughout the VisTE project, gaming was recommended by participants as a potential method to integrate visual and technological literacy, as well as keep students interested in the subject matter being studied. During the later stages of the VisTE project, researchers started to focus attention on how gaming can improve visual literacy and technological literacy. Also, the researchers examined ways gaming could be used to enhance student learning of technology, specifically in the area of integrated curricula. In this article, the authors talk about gaming and its effects in technology education classrooms. The authors also discuss how gaming can be taught as a catalyst for STEM integration, including provision of activities to promote this integration and maintain student interest. (Contains 4 figures.)
Clark, A.C. & Ernst, J.V. (2009). Gaming in Technology Education. Technology Teacher, 68(5), 21-26.
Cited ByView References & Citations Map
Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?
Jennie M. Carr, Bridgewater College, United States
Journal of Information Technology Education: Research Vol. 11, No. 1 (Jan 01, 2012) pp. 269–286
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.