Video Game Design Principles in Logo Impact Teacher Candidates’ Technology Integration

ID: 31675 Type: Brief Paper
  1. Aaron Bruewer and Kathryn Shafer, Ball State University, United States

Thursday, March 10 5:15-5:35 PM

No presider for this session.

An action research project was conducted in a math technology education course for pre-service middle school and high school teachers in spring of 2009. The instructor/researcher sought to identify which course assignment appeared to impact students’ developing Technological Pedagogical and Content Knowledge. Theoretical framework for the course included modeling best practice, reflective writing, and Learning-by-Design. Reflective journals and writing assignments were primary data sources, showing that activities with Terrapin Logo?, combined with a reading on learning principles used in video game design impacted teacher candidates’ developing TPACK. Three emergent themes were identified: Terrapin Logo allowed for the creation of a well-ordered student-centered learning environment; this environment allowed identity specific and customizable learning to take place; and teacher candidates articulated how technology use might impact student learning in their future classrooms.

Topic

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