Teacher Candidate Responses to Digital Games: 21 81 -Century Skills Development JRTE I Vol. 42,No. 4, Researchers conducted a mixed-methods study with 21 undergraduate university students majoring in education to determine their ability to recognize the motivational factors and 21st-century learning skills associated with digital games. Results suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that the element of motivation was important, but motivation alone was not a sufficient reason to influence them to use digital-game-based instruction in their future classrooms. However, peer modeling and the positive responses received from middle/high school students to whom candidates taught games appeared to be factors in teacher candidates' decision to use digital games in the classroom. (

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Secondary teachers increasingly face student differences in ability, background, socioeconomic status, and language. One method designed to prepare future teachers for dealing with these challenges is the teacher work sample (TWS), which has been widely adopted by colleges of education as part of performance-based accreditation requirements. A significant value of the work sample project is the requirement for student teacher analysis of individual learner progress and reflection. In this study, through cross-categorical analysis, a selection of TWSs in different subject fields, developed as a culminating program experience, are examined. The following questions are the focus of the study: Do preservice teachers use the TWS in meaningful ways to promote engagement and learning of all students in their classes? How does the TWS inform the practice of future teachers? Recommendations for program improvement based on the examination of candidate work are suggested.As a model for thinking about teaching and learning that is being adopted in many teacher preparation programs, the teacher work sample (TWS) has emerged as a culminating experience that synthesizes learning opportunities in a teacher education program and in-service teachers in planning units and extended learning experiences and in examining their effects on students' learning. Conducting a preassessment and a postassessment of students, analyzing the results, and reflecting on what helped students learn are significant components. Closely aligned with the National Council for Accreditation of Teacher Education pedagogy and content standards, the TWS is intended to prepare teachers to work effectively with student differences, including those in ability, background, socioeconomic status, and language.Despite the potential benefits of the TWS, teacher educators and teacher candidates find developing TWSs challenging. Girod and Shalock (2002) have compiled a manual covering the planning and development of these projects. This manual and various websites (see Renaissance Partnership for Improving Teacher Quality, 2001) provide candidate-developed samples with full descriptions in a variety of fields and levels, along with rubrics.A significant feature of the T W S is its ability to facilitate preservice teacher analysis of individual learner progress and reflection.