Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based Learning within K-12 Classrooms through Professional Learning Groups

Autor/inn/en	Denham, André R.; Mayben, Robert; Boman, Terri
Titel	Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based Learning within K-12 Classrooms through Professional Learning Groups
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 60 (2016) 1, S.70-76 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-015-0019-y
Schlagwörter	Elementary Secondary Education; Educational Games; Computer Software; Computer Uses in Education; Educational Technology; Cooperative Learning; Professional Development; Integrated Curriculum; Technology Integration; Classrooms + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computernutzung; Unterrichtsmedien; Kooperatives Lernen; Classroom; Klassenraum
Abstract	In the past 15 to 20 years there has been an increased interest in the use of games for learning. A considerable amount of work has already been done by educational researchers and theorists (Gee, Squire, Malone, Lepper, Shaffer, etc.) to identify and to operationalize the native affordances of games that make them good for learning. Unfortunately this has not led to widespread adoption of game-based learning in the classroom. The root cause for this is the paucity of professional development opportunities centered on the proper integration of games within the curriculum. This article will discuss why professional development is the proper avenue for increasing the integration of games aligned with desired outcomes, what a game-based learning professional development curriculum should look like, and report on an ongoing game-based learning professional development opportunity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01