Although board, card, and other analog games can serve as useful educational technologies, little research exists to support teachers’ efforts in finding analog games that are pedagogically appropriate or likely to be well-received by their students. In this study, the authors retrieved data associated with 208 educational games from the crowdsourced website BoardGameGeek. They used this data to summarize players’ description of games into 15 themes, mechanics, and genres that can support teachers’ comparison and evaluation of analog educational games. They then analyzed how these design features influenced player reception of these games—as evidenced by game ratings on BoardGameGeek. To do this, they used two models: a hierarchical regression (features were nested within themes, mechanics, and genres categories) and a flat stepwise regression (features were all at the same level). Both analyses indicated that themes were parsimonious and significant predictors of game ratings, suggesting that the theme of an educational game may be an important consideration for teachers. The findings of this paper present helpful initial guidelines for teachers, teacher educators, and others interested in educational analog games; however, holistic evaluation of analog games and thorough consideration of their pedagogical potential are important.
In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies and relevant digital pedagogies. This study examines the outcomes of a professional development program introduced to effect transformational change by enabling integrated use of mobile technologies in the hospital school. The study examines teachers’ views following completion of this customized professional development program, using a mixed methods investigation situated within the unique learning environment of the hospital school. A key finding is that identifying and addressing teacher needs through customized professional development, supported with individualized coaching, can increase the participating teachers’ technological pedagogical knowledge to enable the improved use of mobile technology in a hospital school setting. Additionally, hospital school teachers responded to opportunities to collaborate as a professional learning community to implement, support, and enhance mobile learning for hospitalized students. The findings from this study have significant implications for leaders in all schools and systems embarking on similar initiatives to transform pedagogical practices through professional development supporting mobile technology integration in a digital world.
This article highlights the highly collaborative, multimethod research approach used to develop the Teacher Educator Technology Competencies (TETCs): a specific list of knowledge, skills, and attitudes, developed with input from many teacher educators in the field, to help guide the professional development of teacher educators who strive to be more competent in the integration of technology. The purpose of this article is to describe and critique the sequence of three different collaborative research approaches (crowdsourcing, Delphi, and public comment) used by the TETC research team to gather critical opinions and input from a variety of stakeholders. Researchers who desire large-scale adoption of their research outcomes may consider the multimethod approach described in this article to be useful.
An increasing number of migrant teachers with a foreign teaching degree enter Swedish teacher education to complement their studies to become eligible to teach in Swedish schools. Digital competence is one of the central skills required of teachers in today’s digitized information society. Within teacher education few studies examine how migrant teachers estimate their ability and skills within digital competence. Hence, in the present study, migrant teachers’ digital competence is investigated applying the framework of technology, pedagogy, and content knowledge (TPACK), the European Digital Competence Framework for Citizens (DigComp 2.1), and the Digital Competence of Educators framework (DigCompEdu). A convergent mixed-methods research design was used. The combined datasets consisted of a web survey, focus groups, individual interviews, and reflective texts, which were analyzed both quantitatively and qualitatively. The respondents’ initial teacher education was obtained in 57 countries/regions. The findings highlight that migrant teachers’ digital competence is diverse, scoring from both very low to high in TPACK, as well as in DigComp 2.1, from a foundation proficiency level to a highly specialized one. This result implies that further development to enhance migrant teachers’ digital competence must be diversified.