Training by Gaming: Preparing Teachers of Today for Tomorrow's Learning Environments

Videogames have become a cultural and commercial phenomenon across the globe. Researchers and educators have been working to understand how to leverage these tools in education. However, there are few training opportunities that focus on the positive attributes of games in education for preservice t...

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Bibliographic Details
Published in:	Journal of technology and teacher education Vol. 19; no. 3; pp. 261 - 286
Main Authors:	Schrader, P. G, Archambault, Leanna M, Oh-Young, Conrad
Format:	Journal Article
Language:	English
Published:	Association for the Advancement of Computing in Education 01-10-2011
Subjects:	Computer Simulation Computer Uses in Education Education Courses Educational Games Educational Strategies Instructional Effectiveness Preservice Teacher Education Preservice Teachers Pretests Posttests Role Playing Simulated Environment Student Surveys Video Games Web Based Instruction
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Summary:	Videogames have become a cultural and commercial phenomenon across the globe. Researchers and educators have been working to understand how to leverage these tools in education. However, there are few training opportunities that focus on the positive attributes of games in education for preservice teachers. This paper describes the preliminary findings associated with training pre-service teachers to use Massively Multiplayer Online Games (MMOGs) in their classrooms. We examine how a simple instructional intervention may emphasize salient, educational attributes of MMOGs (e.g., motivation, reading and literacy, communication, collaboration, exploration, problem solving, and situated activity) and reduce the perceived "curricular cost" of MMOGs. To do so, this research applied a "learning in technology" perspective that describes immersive technology as a medium in which the environment and player become one. Specifically, 13 participants were assessed in terms of their perceptions of games in general, their views about the potential for games in education, their views about the negative consequences of games in education, and their content knowledge about the World of Warcraft. Participants' discussions following the intervention were also analyzed for themes relevant to learning. Implications for teacher preparation are discussed. (Contains 1 figure.)
ISSN:	1059-7069