How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement.
Abstract: As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achieve...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 1; pp. 10 - 20 |
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| Autores principales: | , , , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=127216509&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 127216509 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2018 vid: 34 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 127216509 127216509 127216509 10.1111/jcal.12209 127216509 ppf: 10 ppct: 10 formats: tig: atl: How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. aug: au: Callaghan, M. N. Long, J. J. van Es, E. A. Reich, S. M. Rutherford, T. affil: School of Education, University of California, Irvine, CA, USA sug: subj: Video Games Mathematics Education Teaching Methods Human Academic Achievement Multimethod Studies Surveys Interviews Professional Development Teachers California California Coding Regression White Persons Asians Hispanic Americans Male Female P-Value Chi Square Test Funding Source Male Female ab: Abstract: As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game‐use workshops) for integration; (b) determine how teachers integrate games into their instruction; and (c) examine how those teaching practices are associated with student achievement. This mixed method study used survey and interview responses from elementary school teachers (n = 863) with access to PD resources for implementing a math game intervention and standardized math‐test scores from their second‐ through sixth‐grade students (n = 10,715). Findings showed few teachers sought PD assistance for integration, but many desired such support. Some reported using integrative practices (i.e., referencing game and using game‐generated progress reports) to identify struggling students, whereas several found integration challenging. Teachers' reordering of game objectives to align with lessons and viewing of game‐based PD videos were associated with increased student math achievement in our OLS‐analysis. However, this result was no longer statistically significant within a school fixed‐effects model, suggesting school differences may influence how strongly teachers' practices are associated with student achievement. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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