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首页> 外文会议>IEEE Annual Conference International Council for Educational Media >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：在新加坡小学的正式学习中使用游戏

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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，考虑数字游戏支持学习的潜力（Klopfer等，2009; Pelletier，2009; Mitchell＆Savill-Smith，2004; Gee，2008），以及响应政策制定者和世界各地的教育工作者都证明了探索他们在学校的实际用途的承诺（乌尔西亚克，2010; koh等人。2009）。然而，仍然存在许多关于游戏如何最佳支持学习的问题，特别是在正规教育中。对于教师来说，在正式课程环境中使用游戏可以提出实际和运营问题，以及更为根本的紧张局势：对游戏和技术的代理期望之间，在家庭和学校的身份之间以及与游戏的账户相关的教学人员之间学习工具和在正式教育的背景下更常见的人（Sandford等，2011; Felicia，2009;Itō等，2009; Sandford等，2006）。在管理这些紧张局势方面，教师越来越多地被要求自己建造为“设计师”（Towntrow，2005; Foo，等，2006; Carlgren，1999），在创造使他们实现的新战略和实践中调动他们的专业知识谈判这些实际和教学挑战。本文探讨了正式比赛学习对教师发展自己的数字学习游戏的影响，探索了两个指导总体研究问题。教师采用哪些策略来管理课堂上的代际，技术，操作和教学紧张局势？在多大程度上是在专业练习中成为“设计师”的概念吗？本文表明，教师有多种“成为设计师”的方式，并且“设计师”的概念可能是教师代理和身份的更有问题的代表，而不是在阐明中可见。

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