Options
Teachers' appropriation of game-based pedagogy: A comparative narrative
Citation
Mehrotra, S., Chee, Y. S., & Ong, J. C. (2012). Teachers’ appropriation of gamebased pedagogy: A comparative narrative analysis. In G. Biswas, L.-H. Wong, T. Hirashima, & W. Chen (Eds.), Proceedings of the 20th International Conference on Computers in Education (pp. 467-474). Asia-Pacific Society for Computers in Education.
Author
Mehrotra, Swati
•
Chee, Yam San
•
Ong, Jing Chuan
Abstract
This article examines the process of change through the narratives that two teachers tell to describe their journey over time while participating in the Statecraft X game-based learning program. Data from post dialogic session interviews is used to elicit the challenges and areas of improvement that teachers identify. The two teachers, whose case-study is being used in this paper, had contrasting experiences to share with respect to their professional goals and motivations. One of the teachers did not experience many perturbations, while the journey for the other teacher was loaded with personal and professional struggles. Insights from teachers' narratives indicate some patterns of change that made appropriation successful for one and much less so for the other. These include (a) moving from not adhering to lesson plan to real time 'thinking on the feet' (b) shifting from teacher centric to student centric classrooms, and (c) 'letting go of control' to facilitate more active student learning. These changes have implications for teacher professional development with respect to game-based learning and teachers' readiness for 21st century classrooms.
Date Issued
2012
Description
This paper was presented at the 20th International Conference on Computers in Education, held in Singapore from 16-30 Nov 2012