Conceptions and Instructional Strategies of Pre-Service Teachers towards Digital Game based Learning Integration in the Primary Education Curriculum

Conceptions and Instructional Strategies of Pre-Service Teachers towards Digital Game based Learning Integration in the Primary Education Curriculum

Margarida Romero (Université Laval, Quebec City, Canada) and Jean-Nicolas Proulx (Université Laval, Quebec City, Canada)
Copyright: © 2016 |Pages: 12
DOI: 10.4018/IJDLDC.2016040102
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Abstract

Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.
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Learning Through Play And Games

Playing is often considered as antonym of working or learning. While working and learning are considered serious activities involving an important and socially relevant effort, playing is considered as a diversion that should be earned after a hard period of work or learning. However, researchers in the field of educational sciences and game based learning (GBL) have pointed out the importance of play in the learning process, especially with children. Learning through play allows the exploration of different types of phenomena and concepts in a controlled environment. Game rules help to scaffold the social interactions in cooperative and competitive games. Overall, games offer an organized form of play that could be mobilized for learning purposes. Research conducted over the past decades allow us to see the interest of learning through playing for both young learners (Androussou, Kourti, & Askouni, 2013; Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012), adults (Pivec & Dziabenko, 2004; Romero, Usart, & Ott, 2015) and elders (Charlier, Ott, Remmele, & Whitton, 2012).

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