The TPACK Teacher Game: Gamifying Technological Pedagogical and Content Knowledge (TPACK)
Candace Figg, Kamini Jaipal Jamani, Katia Ciampa, Brock University, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The TPACK Teacher Game is an online game that applies game mechanics to course textbook materials in order to explicitly teach the TPACK knowledge needed for effective technology enhanced teaching practice, specifically identified by the Framework of TPACK-in-Practice. Data sources for the study included interviews of the instructors teaching the technology methods course in which the game was played, researcher field notes from weekly instructor meetings, and selected student artifacts shared by instructors. Findings indicate that the use of game play promoted a deeper understanding of knowledge needed for technology enhanced teaching, while promoting differentiation in learning needs of the game players. A unique finding from the study indicates that blending the mechanics of game play with building of TPACK knowledge enabled teacher candidates to visualize how to use technology tools for incorporating game mechanics into their own instructional practices.
Figg, C., Jaipal Jamani, K. & Ciampa, K. (2014). The TPACK Teacher Game: Gamifying Technological Pedagogical and Content Knowledge (TPACK). In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2496-2500). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB)
Sonia Lefebvre, Ghislain Samson, Alexandre Gareau & Nancy Brouillette
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 42, No. 5 (Dec 31, 2016)
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.