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The Gamer Generation Teaches School: The Gaming Practices and Attitudes towards Technology of Pre-Service Teachers
ARTICLE

, , Arizona State University, United States

Journal of Technology and Teacher Education Volume 21, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The purpose of this study was to identify the gaming practices of freshmen undergraduate teacher education students. We also investigated how students who play games compared to non-gamers in their interest in using specific technologies for learning, their beliefs about how technology affects their learning, their orientation towards using new technologies, and their beliefs about the role of technology in their future careers. Our broader goal was to lay the groundwork for a better understanding of how current teacher education students’ gaming practices might be leveraged in efforts to introduce game-based learning and other digital technologies into K-12 education.

Citation

Hayes, E. & Ohrnberger, M. (2013). The Gamer Generation Teaches School: The Gaming Practices and Attitudes towards Technology of Pre-Service Teachers. Journal of Technology and Teacher Education, 21(2), 154-177. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 22, 2019 from .

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Cited By

  1. Pre-service Teacher Education in Game-Based Learning: Analyzing and Integrating Minecraft

    Mamta Shah, Aroutis Foster, Matthew Scottoline & Matthew Duvall, Drexel University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2646–2654

  2. Teacher Designed Games: Leading Innovation in Classrooms

    Yang Liu, University of Calgary, Canada

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 665–669

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