Preparing Teachers to Implement Computer Game Development as a Literacy Activity in the Classroom: Lessons Learned From a Research Study

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Wideman, H. & Owston, R. (2008). Preparing Teachers to Implement Computer Game Development as a Literacy Activity in the Classroom: Lessons Learned From a Research Study. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1841-1846). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27466.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Herbert Wideman, Ronald Owston, York University, Canada

Abstract

The paper first describes and presents the findings of a multi-method study of the efficacy of student computer game creation as a means of fostering traditional and digital literacies. Using an experimental design, 12 of 24 Grade 4 classes were randomly assigned to participate in student game development activities using a language-intensive Web-based game development shell. Students developed sets of questions and answers on the basis of their research for a curriculum unit on regions of Canada, which they then input into the game shell. Experimental students were found to improve significantly on one of several measures of literacy compared to control students. This paper uses the study's qualitative findings (derived from observations and interviews) to illuminate how teachers should best be prepared to implement student game development, and discusses the pedagogical strategies teachers need to master to successfully promote student literacy with the studied activity.

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