期刊
INTERNATIONAL JOURNAL OF INFORMATION AND LEARNING TECHNOLOGY
卷 37, 期 5, 页码 295-307出版社
EMERALD GROUP PUBLISHING LTD
DOI: 10.1108/IJILT-03-2020-0029
关键词
Teacher education; 3D virtual world; Action-breakdown-repair; Domain-oriented design environment; Educational gap closing; Reflection-in-action
资金
- Department of Education, University of Oslo
- Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (Diku)
Purpose The present study proposes action-breakdown-repair (ABR) as a pedagogical model and 3D virtual worlds as technology, to bridge the gap between curricular goals and students out of school technology experiences, referred to as the educational gap. Design/methodology/approach A qualitative study combining design-based research (DBR) and a case study was used with video observation as a data collection method. ABR is demonstrated by an empirical analysis of learning activities with (c) Minecraft (hereafter MC) and (c) Second Life(TM)(hereafter SL) used in two teacher education programs. Findings Teachers and students could use the technology with some initial training. Experience in gameplay, collaboration and problem solving eased the transitioning into curricular activities. The teachers integrated domain knowledge by giving students tasks that involved the creation of domain-specific artifacts and role-play scenarios. In total, two dilemmas of educational gap closing were found and discussed: learning domain knowledge vs learning technology and breakdown in action vs breakdown in understanding. Research limitations/implications Automated feedback (critiquing) adapted to students' individual needs while building and role-playing in MC or SL to off-load some of the teachers' work in scaffolding design activities in the classroom is a direction for further work. Practical implications The model can provide guidance for teachers and other stakeholders who are in the process of integrating creative technologies like visual programming, design environments and collaboration tools inK-12 education. Originality/value A novelty of the present research is treating ABR as a pedagogical model and closing the educational gap.
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