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PCaRD: A model for teachers to integrate games in their classrooms PROCEEDINGS

, , Drexel University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

While game-based learning has entered K-12 classrooms, systematic models for integrating games have lagged behind. In this paper we describe the Play Curricular activity Reflection Discussion (PCaRD) model for integrating games into classrooms. As part of a yearlong study, in a game-based learning course, we developed the model iteratively to support teachers and students. The PCaRD model was developed using design-based research methods while we employed mixed-methods to assess the students’ content knowledge, motivation to learn, and possible selves. We report the integration process of PCaRD by outlining it and focusing on how it supports opportunities for students learning through experiences of inquiry, communication, construction, and expression. Conclusions and Implications are discussed for teaching with games and using PCaRD.

Citation

Foster, A. & Shah, M. (2012). PCaRD: A model for teachers to integrate games in their classrooms. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2525-2533). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2018 from .

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Cited By

  1. Game Network Analysis: Developing and assessing teachers’ knowledge of game-based learning

    MAMTA SHAH & Aroutis Foster, Drexel University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 685–692

  2. Empowering teachers towards efficacious adoption of game-based learning

    Mamta Shah & Aroutis Foster, Drexel University, United States; Sagit Betser, N/A, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2956–2964

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