Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

Autor/inn/en	Hsu, Chung-Yuan; Liang, Jyh-Chong; Chai, Ching-Sing; Tsai, Chin-Chung
Titel	Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games
Quelle	In: Journal of Educational Computing Research, 49 (2013) 4, S.461-479 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.49.4.c
Schlagwörter	Pedagogical Content Knowledge; Knowledge Base for Teaching; Educational Games; Teaching Methods; Educational Technology; Technology Uses in Education; Questionnaires; Preschool Teachers; Student Attitudes; Self Esteem; Student Surveys; Experience; Foreign Countries; Factor Analysis; Taiwan + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Schülerbefragung; Erfahrung; Ausland; Faktorenanalyse
Abstract	Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological Pedagogical Content Knowledge--Games (TPACK-G) survey to investigate 352 preschool teachers' confidence in their TPACK-G, and the Acceptance of Digital Game-Based Learning (ADGBL) survey to assess their acceptance of game-based learning. The results show that both instruments exhibit satisfactory validity and reliability. Through a path analysis, the framework of the TPACK-G proposed in this study was supported. In addition, preschool teachers' experience with games and their attitudes toward game-based learning contributed positively to their reported game knowledge. Perceived learning opportunities and attitudes toward game-based learning had direct relations with game pedagogical knowledge. Lastly, experience with games contributed to game pedagogical content knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01