Investigating TPACK Knowledge Development Using Gamification
How gamification enhances TPACK knowledge development in teacher candidates through interactive tasks and gamified course content. Discover the impact on teaching with technology.
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Investigating the Development of TPACK Knowledge through Gamification Candace Figg, Kamini Jaipal Jamani Brock University http://www.handy4class.com/tpack-teacher-game/enter-the-game/
Gamification is defined as the application of game mechanics to non-gaming situations to solve a problem (Educause, 2011; Johnson et al., 2013)
Problem: Tardiness Incomplete and late assignments Lack of engagement with and retention of background information from textbook Creating a storyline/narrative around the tasks Earning awards/badges & points Experience Points (Combo) to recognize achievements Elements of Gamification Setting up tasks, quests, or challenges Gamified Course Content: Not a game gamification! Use gamification elements to incentivize desired behaviors in students Dynamic means of engaging with course content http: //www.handy4class.com
Design of The TPACK Teacher Quest Included interactive and knowledge construction tasks: View a video & respond Read an online article & respond Explore a Web page (WebQuest, Activity Types Wiki) & respond Gamification of methods course Content gamified explicitly teaches characteristics and actions for effective teaching with technology Use webtools to create a small product (Popplet flowchart, Trading cards, create avatar) & submit Play game or simulation & respond/submit
Design of The TPACK Teacher Quest Based on The Framework of TPACK-in-Practice (Jaipal & Figg, 2010)
Our Study To investigate how the application of game elements to course materials in a technology methods course influenced teacher candidates development of TPACK knowledge (Mishra & Koehler, 2006) and their understanding of how to teach with technology
Research Question How did gamification develop teacher candidates understanding of how to teach with technology (or TPACK knowledge)?
Mixed Methods 133 preservice teachers in 6 sections of technology course 5 instructors Data sources Email interviews of the instructors Researcher field notes from weekly instructor meetings Student reflections Student survey (TPACK Survey, Figg & Jaipal, 2011) Student artifacts
Analysis of Data The Framework of TPACK-in-Practice (Jaipal & Figg, 2010)
Findings from TPACK Survey Characteristic of TPACK-in-Practice TPK-Preparation: Technology Practice TPK-Planning/ Classroom Management Teacher Action Practice in the instructional setting Established groups for students prior to the lesson Using a variety of subject-based digital tools >50% Select technology-enhanced learning activities for lessons Importance >50% >50% Characteristic of TPACK-in-Practice Teacher Action Frequency TPK-Planning/Activity Choices TCK- Competence level with Content-Appropriate Technologies 85% occasionally, often, or always Collaborate with Associate Teacher on lesson design Planned alternate lesson activities in case of technical difficulties Created exemplars of digital products they expected their students to produce Modeled appropriate technical skills and best practices for digital tool use for students Provided students with opportunities to use digital technologies or model effective computer techniques or skills for peers >50% TCK- Knowledge of Content- Plan a lesson that sequences two or more technology- enhanced activities in a single lesson 63% occasionally, often, or always TPK-Planning/ Backup Instruction Appropriate Technologies >50% TPK-Implementation/Modeling Technology Use To and For Students TPK-Planning/Differentiation >50% >50% Create brief simple handout for technology skills <50% >50%
Findings from Open-ended Questions from Survey Characteristic TCK- Knowledge of Content-Appropriate Technologies Action Matching Discipline-Specific Tools to Content Evidence from Survey I would modify tech-enhanced activities that involve researching or reading by using a program such as Word Q to allow students who may be visually impaired to still participate in the activity. I had one student who struggled with using Microsoft Word to type out his work because he struggled with his spelling. . . I provided him with a program known as Dragon that gives different possibilities based on the first few letters. And, when he clicks on a word, reads it to him so that he knows which one to choose. TPCK Repertoire of Technology-enhanced Activity Types Representing Content Knowledge Analyze structure of various technology- enhanced activity types to meet diverse student learning needs Select most effective technology- enhanced activity types to meet diverse student learning needs
Findings from Open-ended Questions from Survey Characteristic Action Evidence from Survey Use teacher-created exemplars I prepared full math lessons with animations on the slides to demonstrate the steps in equations and showed students various exemplars TPK Characteristic - Modeling Technology Use To and For Students I showed my class how to create a table using a word processor. I have used the SMART Board in many of my lessons. I have modeled how a student would answer the question on the SMART Board, then got volunteers to come up to the board and answer a question.
Developing TPACK Knowledge Teacher candidates were more able to articulate orally, and in writing, explicit examples of TPACK knowledge TC: The TPACK teacher quest helped me to bridge the gap that I had between learning TC: I was able to develop my TPACK knowledge by participating in the quest each week as I learned about new technologies and skills (technological, pedagogical, and content Instructor: Not only did students more deeply process background information needed to understand how to teach with technology, but the structure of the quest served to reinforce the research supporting technology in the knowledge) and integrating all three of them TC: We also learned ways to teach students using technology, for example using technology for problem and project based learning, creating eBooks, Learning Objects. different learning goals of the course. classroom. effectively into my teaching.
Modeling Pedagogy Quest structure enabled teacher candidates to visualize ways to incorporate gaming mechanics into their own teaching practice TC: The TPACK Teacher Quest was very effective in furthering my learning and understanding of utilizing technology in the classroom . . . The quest was a fun, and interactive way that Instructor: Students were more motivated to accomplish tasks above and beyond in order to level up rather than to just fulfill class requirements. Comments included, I wish my classroom was like this when I was a student. I can't wait to use this in a classroom and encouraged me to stay on task and ensure that I understood all of the concepts that were taught TC: So what exactly is gamification? It's learning while playing games. Isn't that a fun way to learn? I hope to be able to bring method of learning into my classrooms in the future. The badges really help me understand what I have to do in class. within the class.
Limitations of Quest & Study Not all gamification elements incorporated (e.g., storyline) Self-report data from teacher candidates Observational data of classroom teaching not collected
Significance of This Study Gamification of the methods course: Motivated and engaged teacher candidates background information that supported in-class activities Developed TPACK - how to teach effectively with technology Provided experience of how game mechanics can be useful in classroom practice Provided a visual model to track learning progress Used self-paced technology-enhanced activities to model ways to differentiate and engage learners One of the few exemplars of gamification in Teacher Education
A Final Perspective Kids love technology and video games, so why not incorporate them into our lessons? When we are able to capture the attention of our students, we are able to connect with them on deeper levels and reach them in ways that they will remember forever, and as teachers I think that is so important. I want to be the teacher that everyone remembers, not because of what I taught, but because of how I taught and the impact and difference I made in those students lives.
Contact Information Candace Figg (cfigg@brocku.ca) Kamini Jaipal Jamani (kjaipal@brocku.ca) Jaipal-Jamani, K. & Figg, C. (2015) A Framework for TPACK-in-Practice: Designing Technology Professional Learning Contexts to Develop Teacher Technology Knowledge (TPACK). In C. Angeli & N. Valanides (Eds.), Exploring, developing, and assessing TPCK (pp. 137- 164). New York: Springer Publications. Figg, C., & Jaipal Jamani, K. (in press). Developing Teacher Knowledge about Gamification as an Instructional Strategy. In M. Neiss, & H. Willows-Giles (Eds.), Handbook of Research on Teacher Education in the Digital Age. Boston: IGI Global Publications.
Motivation Gamification motivated teacher candidates to engage in learning content and completing tasks TC: Instead of tests and assignments, we engaged in an ongoing "game" that instructed us to complete tasks for digital badges. I found that this methodology provoked engagement and provided by awarding of badges promoted feelings of success. TC: I enjoyed expanding my TPACK knowledge by completing a series of badges that acted as motivation for completion of course readings and work. motivation from myself due to the tangibility of the badges. Instructors noted that the self-pacing of task completion and quick feedback
In what ways did gamification influence how teacher candidates learned with technology?
Visual Tracking of Learning Gamification provided a way to visually track learning progress Instructor: It was truly amazing just this change in the structure made a difference in how students understood what was being expected of them in TC: I found that receiving badges for completing assignments was, at the very least, a good way to keep track of what work that was required to be completed. at the end they figured it out from the game! TC: I was able to use the badges as a visual checklist and reminder of what I still needed to complete. completing course goals. For the first time, NO questions from students about when items were due or how we would put the pieces all together
Attitudinal Changes/Risk Taking Gamification facilitated risk taking/experimentation Instructor: Teacher candidates seemed overwhelmed at first. The game took them out of their comfort zone of reading and answering questions from a textbook, but after a few weeks it was second nature to them. The game helps guide TC: Game play challenged me to step out of my comfort zone and learn new tools to engage my students. the students and keeps them current. Students said that the game was just more enjoyable to use in learning than a textbook, and cheaper too!!
You enter your vehicle after your first day of teacher education classes. You find an unusual gadget in your car glove box. Upon opening it, a small LCD display flickers twice, and the device springs to life. You watch as the following video begins to play . . .
You enter your vehicle after your first day of teacher education classes. You find an unusual gadget in your car glove box. Upon opening it, a small LCD display flickers twice, and the device springs to life. You watch as the following video begins to play . . . http://youtu.be/5guoB_mm0cc
Design of The TPACK Teacher Quest Elements of Gamification Setting up tasks, quests, or challenges Creating a storyline/narrative around the tasks Earning awards/badges & points Experience Points (Combo) to recognize achievements Technical aspects: Wordpress LMS/Credly
