Video Game Design Principles in Logo Impact Teacher Candidates’ Technology Integration
PROCEEDINGS
Aaron Bruewer, Kathryn Shafer, Ball State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
An action research project was conducted in a math technology education course for pre-service middle school and high school teachers in spring of 2009. The instructor/researcher sought to identify which course assignment appeared to impact students’ developing Technological Pedagogical and Content Knowledge. Theoretical framework for the course included modeling best practice, reflective writing, and Learning-by-Design. Reflective journals and writing assignments were primary data sources, showing that activities with Terrapin Logo?, combined with a reading on learning principles used in video game design impacted teacher candidates’ developing TPACK. Three emergent themes were identified: Terrapin Logo allowed for the creation of a well-ordered student-centered learning environment; this environment allowed identity specific and customizable learning to take place; and teacher candidates articulated how technology use might impact student learning in their future classrooms.
Citation
Bruewer, A. & Shafer, K. (2011). Video Game Design Principles in Logo Impact Teacher Candidates’ Technology Integration. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4285-4290). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/37004/.
Keywords
References
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