Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17673
Title: 
Authentic game-based learning and teachers’ dilemmas in reconstructing professional practice
Authors: 
Keywords: 
Dialogue
Game-based learning
Professional practice
Teacher dilemmas
Issue Date: 
2014
Citation: 
Chee, Y. S., Mehrotra, S., & Ong, J. C. (2014). Authentic game-based learning and teachers’ dilemmas in reconstructing professional practice. Learning, Media and Technology, 40(4), 514-535. http://dx.doi.org/10.1080/17439884.2014.953958
Abstract: 
Teachers who attempt pedagogical innovation with authentic digital games
face significant challenges because such games instantiate open systems of
learner activity, inviting inquiry learning rather than knowledge acquisition.
However, school environments are normatively sanctioned cultural spaces
where direct instruction and high stakes tests are de riguer. In this paper, we
draw on the conceptual frame of dilemmatic spaces to illuminate the
dilemmas teachers encounter when attempting to reconstruct professional
practice in the classroom. We worked with nine teachers who enacted the
Statecraft X social studies curriculum. Drawing on coded interview data, our
findings suggest that teachers are forced to wrestle with tensions engendered
by misalignments that emerge from the innovation’s tacit requirement for
change and the system’s inherent gravitation toward maintaining the status
quo. A school culture that cultivates innovative practice based on greater
teacher agency is needed for authentic game-based learning to find traction
in the classroom.
Description: 
This is the final draft, after peer-review, of a manuscript published in Learning, Media and Technology. The published version is available online at http://www.tandfonline.com/10.1080/17439884.2014.953958
URI: 
ISSN: 
1743-9884 (print)
1743-9892 (online)
Other Identifiers: 
10.1080/17439884.2014.953958
Appears in Collections:Journal Articles

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