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I Play I Learn: Introducing Technological Play Theory

I Play I Learn: Introducing Technological Play Theory

Erik Jon Byker
Copyright: © 2017 |Pages: 10
ISBN13: 9781522510673|ISBN10: 1522510672|EISBN13: 9781522510680
DOI: 10.4018/978-1-5225-1067-3.ch016
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MLA

Byker, Erik Jon. "I Play I Learn: Introducing Technological Play Theory." Handbook of Research on Teacher Education and Professional Development, edited by Christie Martin and Drew Polly, IGI Global, 2017, pp. 297-306. https://doi.org/10.4018/978-1-5225-1067-3.ch016

APA

Byker, E. J. (2017). I Play I Learn: Introducing Technological Play Theory. In C. Martin & D. Polly (Eds.), Handbook of Research on Teacher Education and Professional Development (pp. 297-306). IGI Global. https://doi.org/10.4018/978-1-5225-1067-3.ch016

Chicago

Byker, Erik Jon. "I Play I Learn: Introducing Technological Play Theory." In Handbook of Research on Teacher Education and Professional Development, edited by Christie Martin and Drew Polly, 297-306. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1067-3.ch016

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Abstract

The purpose of this chapter is to describe and report the development of an original theoretical work which emerged from comparative and international empirical research. The theory is called, “Technological Play Theory.” In sharing about Technological Play Theory, this study has three purposes. First, the study explains how Technological Play Theory emerged in a grounded theory way (Glaser & Strauss, 1968) from research findings about the social construction of technology among elementary school teacher and students in England, Cuba, India, South Korea, and the United States. Second, the study examines the contours of the Technological Play Theory in relationship to empirical findings. Third, the study examines how Technological Play Theory can be empowering and utilized as an “agent of change” in education and schooling.

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