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首页> 外文会议>2013 IEEE 63rd Annual Conference International Council for Educational Media : we Learning: Content, Community and Collaboration >Teachers as game designers: Using a game in formal learning in a Singapore primary school
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Teachers as game designers: Using a game in formal learning in a Singapore primary school

机译：教师作为游戏设计师：在新加坡小学的正规学习中使用游戏

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Researchers have offered, in recent years, compelling reasons for considering the potential of digital games to support learning (Klopfer et al., 2009; Pelletier, 2009; Mitchell & Savill-Smith, 2004; Gee, 2008), and in response policymakers and educators around the world have demonstrated a commitment to exploring their practical use in school (Ulicsak, 2010; Koh et al. 2009). There remain, however, many questions about how games can best support learning, particularly in formal education. For teachers, the use of games in a formal curriculum setting can present practical and operational issues, as well as surfacing more fundamental tensions: between generational expectations of games and technology, between home and school identities, and between pedagogies associated with accounts of games as learning tools and those more commonly embraced within the context of formal schooling (Sandford et al., 2011; Felicia, 2009; Itō et al., 2009; Sandford et al. 2006). In managing these tensions, teachers are increasingly asked to construct themselves as ‘designers’ (Towndrow, 2005; Foo, et al., 2006; Carlgren, 1999), mobilising their professional knowledge in the creation of new strategies and practices that enable them to negotiate these practical and pedagogical challenges. This paper examines the implications of formal game-based learning for teachers developing their own digital learning games, exploring two guiding overarching research questions. What strategies are employed by teachers to manage intergenerational, technological, operational and pedagogic tensions in the classroom? And to what extent is the notion of being a ‘designer’ visible in their professional practice? The paper suggests that there are multiple ways of ‘being a designer’ for teachers, and that the notion of ‘designer’ may be a more problematic representation of teacher agency and identity than currently visible in the lit- rature.
机译：近年来，研究人员提出了令人信服的理由来考虑数字游戏支持学习的潜力（Klopfer等，2009； Pelletier，2009； Mitchell＆Savill-Smith，2004； Gee，2008），以及决策者们的回应。世界各地的教育者都表现出致力于探索其在学校中的实际使用的承诺（Ulicsak，2010； Koh等，2009）。但是，关于游戏如何才能最好地支持学习，尤其是在正规教育中，仍然存在许多问题。对于教师而言，在正规课程中使用游戏可能会带来实际和运营问题，并暴露出更根本的紧张关系：游戏和技术的世代期望之间，家庭和学校身份之间以及与游戏账目相关的教学方法之间的紧张关系。学习工具以及在正规学校中更普遍使用的工具（Sandford等，2011； Felicia，2009；Itō等，2009； Sandford等2006）。在应对这些紧张关系时，越来越多的教师被要求将自己塑造成“设计师”（Towndrow，2005； Foo等，2006； Carlgren，1999），调动他们的专业知识来制定新的策略和实践，使他们能够应对这些实际和教学挑战。本文探讨了基于正规游戏的学习对教师开发自己的数字学习游戏的意义，并探讨了两个指导性的总体研究问题。老师采用什么策略来管理教室中的代际，技术，操作和教学上的紧张关系？在专业实践中，“设计师”的概念在多大程度上可见？该论文表明，有多种方式可以让教师“当设计师”，而“设计师”的概念可能比当前在文学中更能代表教师的代理和身份。

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