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Teachers' beliefs about the possibilities and limitations of digital games in classrooms
journal contribution
posted on 2014-01-01, 00:00 authored by Catherine BeavisCatherine Beavis, L Rowan, M Dezuanni, C Mcgillivray, Joanne O'MaraJoanne O'Mara, S Prestridge, C Stieler-Hunt, R Thompson, J ZagamiTeachers' 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.
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Journal
E-Learning and Digital MediaVolume
11Issue
6Pagination
569 - 581Publisher DOI
ISSN
1741-8887eISSN
2042-7530Publication classification
C1 Refereed article in a scholarly journalCopyright notice
2014, Sage PublicationsUsage metrics
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