Teachers' beliefs about the possibilities and limitations of digital games in classrooms

Beavis, Catherine, Rowan, Leonie, Dezuanni, Michael, McGillivray, Christie, O'Mara, Joanne, Prestridge, Sarah, Stieler-Hunt, Colleen, Thompson, Roberta and Zagami, Jason 2014, Teachers' beliefs about the possibilities and limitations of digital games in classrooms, E-Learning and digital media, vol. 11, no. 6, pp. 569-581, doi: 10.2304/elea.2014.11.6.569.

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Title Teachers' beliefs about the possibilities and limitations of digital games in classrooms
Author(s) Beavis, CatherineORCID iD for Beavis, Catherine orcid.org/0000-0002-8835-0309
Rowan, Leonie
Dezuanni, Michael
McGillivray, Christie
O'Mara, JoanneORCID iD for O'Mara, Joanne orcid.org/0000-0003-3511-1125
Prestridge, Sarah
Stieler-Hunt, Colleen
Thompson, Roberta
Zagami, Jason
Journal name E-Learning and digital media
Volume number 11
Issue number 6
Start page 569
End page 581
Total pages 13
Publisher Sage Publications
Place of publication London, Eng.
Publication date 2014-12
ISSN 1741-8887
Summary Teachers' beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual factors which influence how games are understood and experienced in educational settings. Throughout this article the authors draw upon data collected for a large-scale, mixed-methods research project focusing on literacy, learning and teaching with digital games in Australian classrooms, to focus explicitly on the attitudes, understandings and expectations held about digital games by diverse teachers at the beginning of the project. They seek to identify the beliefs about games that motivated teachers' participation in a digital games research project while focusing, as well, on concerns that teachers express about risks or limitations of such a project. The authors' aim is to develop a detailed picture of the mindsets that teachers bring to games-based learning environments, and the relevance of these mindsets to broader debates about the relationship between games, learning and school.
Language eng
DOI 10.2304/elea.2014.11.6.569
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
1302 Curriculum and Pedagogy
1303 Specialist Studies in Education
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Grant ID LP110200309
Copyright notice ©2014, Sage Publications
Persistent URL http://hdl.handle.net/10536/DRO/DU:30072374

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