Digital Games in Primary Education

Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.

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Aspects of the Integration of Games into Educational Processes

International Journal of Knowledge Society Research ◽

10.4018/ijksr.2013070102 ◽

2013 ◽

Vol 4 (3) ◽

pp. 11-21 ◽

Cited By ~ 3

Author(s):

Ilaria Caponetto ◽

Jeffrey Earp ◽

Michela Ott

Keyword(s):

Detailed Analysis ◽

Primary Education ◽

Primary Schools ◽

Literature Search ◽

Digital Games ◽

School Experiences ◽

Future Trends ◽

Game Based Learning ◽

The Core ◽

Educational Processes

This paper presents the results of a literature search and review focused on the integration of digital games into educational processes, specifically in primary schools. It briefly analyses around 78 papers reporting research carried out in a range of different countries and with a variety of educational objectives. The study confirms the increasing wealth of scientific studies dealing with game based learning and its implementation in formal educational contexts. This also holds true for primary education, which is at the core of this study. The review reveals that in this sector there is a predominance of papers that could be classified as theoretical or as position papers; only 78 out of more than 700 published papers surveyed actually reported concrete school experiences of any kind. Detailed analysis of this sub-group has highlighted some clues that may prove useful for interpreting the data as a whole and for reflecting on the current and future trends that they may indicate.

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Conceptions and Instructional Strategies of Pre-Service Teachers towards Digital Game based Learning Integration in the Primary Education Curriculum

International Journal of Digital Literacy and Digital Competence ◽

10.4018/ijdldc.2016040102 ◽

2016 ◽

Vol 7 (2) ◽

pp. 11-22

Author(s):

Margarida Romero ◽

Jean-Nicolas Proulx

Keyword(s):

Primary Education ◽

Digital Literacy ◽

Digital Games ◽

Learning Activity ◽

Digital Game ◽

Education Curriculum ◽

Game Based Learning ◽

Curricular Integration ◽

The Creation ◽

Integration Strategies

Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.

Download Full-text