Digital games in the classroom? A contextual approach to teachers’ adoption intention of digital games in formal education

Grove, Frederik De; Bourgonjon, Jeroen; Looy, Jan Van

doi:10.1016/j.chb.2012.05.021

Cited by 129 publications

(102 citation statements)

References 43 publications

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“…This study confirmed other studies which stated Experience as a critical factor of teachers' behavioral intention. For instance this study confirms De Grove's et al (2012) study about teachers' behavioral intention to use games into classrooms, and Wood's (2010) study for the usage of virtual worlds in colleges. Perceived Usefulness This research revealed that teachers acknowledge how useful the social media are, either they use them or not.…”

Section: Discussionsupporting

confidence: 73%

“…Studies with a focus on game-based learning reveal high perceptions on the relative advantage from such applications as being "more motivating and engaging" (Nielsen, 2010;Kebritschi, 2010). Ease of Use will be positively associated with learning opportunities, according the study of De Grove et al (2012). Another positive factor that was found was experience with using games in the classroom and curriculum relatedness.…”

Section: Background Literaturementioning

confidence: 87%

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Social Media in Greek K-12 education: A research model that explores teachers’ behavioral intention

Georgakainas¹,

Zaharias²

2016

Ανοικτή Εκπαίδευση

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During the last decade we have witnessed a rapid growth of Web 2.0 technologies and especially the so-called online social media. Many people, from every age group but especially teenagers, participate in online communities, making new friends and exhibiting themselves and their interests in a huge international audience. It is extremely important for educational practitioners and researchers to successfully incorporate the dynamics of web 2.0 and social media in their practices. This is especially true for the teachers of K-12 education. The main aim of this study is to examine the factors that may affect teachers’ behavioral intention to use social media in their classes. Very little is known from teachers’ perspective and empirical work isvery limited, especially from Southern European countries. This research was setup inorder to develop and test a seven-factor model to explain the Greek teachers’behavioral intention to use social media in their classes. Findings reveal thatExperience, Perceived Usefulness and Trialability have a significant impact whileSubjective Norms and Perceived Ease of Use have a more weak impact on teacher’s behavioral intention.

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Section: Discussionsupporting

confidence: 73%

Section: Background Literaturementioning

confidence: 87%

Social Media in Greek K-12 education: A research model that explores teachers’ behavioral intention

Georgakainas¹,

Zaharias²

2016

Ανοικτή Εκπαίδευση

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“…Practicality of PictoPal activities and co-ownership toward PictoPal were found to be present in the studies involving re-designers and co-designers. The findings are in line with other studies (Wozney, Venkatesh, & Abrami,2006;De Grove et al, 2012) suggesting that teachers perceiving a curriculum to fit their current curriculum were likely to implement it successfully.…”

Section: Teacher Involvement In Curriculum Designsupporting

confidence: 82%

“…Also, a fit with existing classroom practice can be of influence on effective implementation (Abrami et al, 2004). De Grove, Bourgonjon, and Van Looy (2012) found that teacher perceptions of technology fitting the current curriculum are linked with teacher perceived intention to use technology. Teachers weigh off their investment in curriculum innovation in relation to the potential and actual benefits gained from it (Doyle & Ponder, 1978).…”

Section: Teacher Involvement In Curriculum Designmentioning

confidence: 99%

Exploring Teacher Roles and Pupil Outcomes in Technology-Rich Early Literacy Learning

Cviko

McKenney

Voogt

2015

Educational Media and Technology Yearbook

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SummaryThe present study focused on the involvement of Dutch kindergarten teachers in curriculum (design and) implementation of PictoPal activities in three different roles: executor-only, re-designer, and co-designer. PictoPal refers to ICT-rich on-and off-computer activities for early literacy. In the executor-only role, teachers were not involved in design, they implemented ready-made PictoPal activities in their classes. The re-designer and codesigner roles involved teams of teachers in a purposeful act of adjusting, respectively designing and implementing PictoPal. The aim of this study was to understand how teacher roles influence implementation of PictoPal and pupil learning outcomes. Case studies were used to examine each teacher role, and a cross-case analysis was undertaken to compare teacher roles with each other on a common set of measures: teacher perceptions about their role, curriculum practicality, and co-ownership; integration of on-and off-computer activities, and pupil learning. The data was gathered using interviews, checklists, and pre-and post-tests. The findings of this study showed that each teacher role (executor-only, re-designer, and co-designer) contributes significantly to the effectiveness of ICT-rich early literacy learning activities. Significant differences in integration of the on-and off-computer activities were found between the three teacher roles. Teachers as co-designers showed highest extent of integration. Across teacher roles, pupil learning outcomes were not straightforwardly related to the extent of integration. However, teachers as co-designers felt a sense of co-ownership towards PictoPal, which yielded high degrees of integration and willingness to extend implementation of PictoPal beyond the research context. Based on this study, it can be recommended that schools wishing to support early literacy development in kindergarten could responsibly choose to do so by engaging their teachers in collaborative design of ICT-rich activities. 1. BACKGROUND: A STUDY ABOUT TEACHER ROLESThis study is concerned with three roles for teachers in enabling information and communications technology (ICT)-rich early literacy learning: executor-only, redesigner, co-designer. The executor-only role involved teachers in implementing ready-to-use ICT-rich early literacy activities. The re-designer role and the co-designer role each involved teachers in designing activities before implementing them. In the redesigner role, teachers collaboratively adapted ready-to-use activities and materials for their current curriculum. In the co-designer role, teachers collaboratively designed completely new learning activities and materials for their classes. The executor-only role requires teachers to invest time and effort in implementation, the re-and codesigner roles require teachers to invest their time and efforts in collaborative design as well as implementation.

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“…Teacher attitude is also critical with positive attitudes towards the adoption of digital technologies playing a key role (Blackwell, Lauricella, & Wartella, 2014). Principals (headmasters) and classroom teachers ultimately determine the adoption of digital technologies and associated applications in classrooms, more so than availability on its own (De Grove, Bourgonjon, & Van Looy, 2012;Flewitt et al, 2014;Reid & Ostashewski, 2011). There is therefore a need to provide teachers with complementary professional development in suitable approaches to support children's literacy and language development (Landry, Swank, Anthony, & Assel, 2011).…”

Section: Digital Technologies In the Classroommentioning

confidence: 99%

Using Digital Devices in a First Year Classroom: A Focus on the Design and Use of Phonics Software Applications

Nicholas¹,

McKenzie²,

Wells³

2016

JEL

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When integrated within a holistic literacy program, phonics applications can be used in classrooms to facilitate students' self-directed learning of letter-sound knowledge; but are they designed to allow for such a purpose? With most phonics software applications making heavy use of image cues, this project has more specifically investigated whether the design of the images used in such applications may impact on the effectiveness of their self-directed use in classrooms. Using a quasi-experimental study, we compared two types of pictorial mnemonics used in tablet applications, along with teacher-led activity in three first-year classrooms from the one school. The difference between teacher-led activity and integrated picture cues was significant, with teacher-led activity proving more effective. The difference between teacher-led activity and form-taking picture cues, however, was not statistically significant. Given that the outcomes of this small-scale study suggest that image design may be a significant design feature contributing to the educational value of using phonics applications in the classroom, we recommend that the design features of phonics software applications attract further research.

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Digital games in the classroom? A contextual approach to teachers’ adoption intention of digital games in formal education

Cited by 129 publications

References 43 publications

Social Media in Greek K-12 education: A research model that explores teachers’ behavioral intention

Social Media in Greek K-12 education: A research model that explores teachers’ behavioral intention

Exploring Teacher Roles and Pupil Outcomes in Technology-Rich Early Literacy Learning

Using Digital Devices in a First Year Classroom: A Focus on the Design and Use of Phonics Software Applications

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