Getting Serious About Serious Games: Best Practices for Computer Games in Reading Classrooms.
Computer games and computer‐assisted instruction have become prevalent in reading classrooms. However, research‐based guidance for teacher use of such resources has not progressed at the same rate. In lieu of research, myths circulate about the utility of these resources, particularly when students...
| Publicado en: | Reading Teacher Vol. 72; no. 4; pp. 453 - 462 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Jan/Feb2019
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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=hlh&AN=133755445&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 133755445 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Jan/Feb2019 vid: 72 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 133755445 10.1002/trtr.1737 ppf: 453 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P size: 239KB tig: atl: Getting Serious About Serious Games: Best Practices for Computer Games in Reading Classrooms. aug: au: McTigue, Erin M. Uppstad, Per Henning su: Video games Teaching methods Computer assisted instruction Computers in education Educational technology Programmed instruction Classroom environment Pedagogical content knowledge sug: subj: Video games Teaching methods Computer assisted instruction Computers in education Educational technology Programmed instruction Classroom environment Pedagogical content knowledge ab: Computer games and computer‐assisted instruction have become prevalent in reading classrooms. However, research‐based guidance for teacher use of such resources has not progressed at the same rate. In lieu of research, myths circulate about the utility of these resources, particularly when students use computer games independently. The authors synthesize research regarding computer games for young readers and particularly focus on issues of classroom implementation. This article is structured as a series of myths regarding expectations and best practices with computer games. The authors then present research findings to refute the myths and conclude with practical recommendations for teachers. Final recommendations emphasize the need for young readers to interact more, with adults and peers, in order for the learning that occurs in the computer environment to transfer to authentic reading activities. The authors encourage teachers to draw on pedagogical and content knowledge to be critical consumers of computer resources. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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