Investigating the Development of TPACK Knowledge through Gamification

Investigating the Development of TPACK Knowledge through Gamification Candace Figg, Kamini Jaipal Jamani Brock University http: //www. handy 4 class. 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: of Gamification Elements • Tardiness • – Setting up tasks, quests, or Incomplete and late assignments • challenges Lack of engagement with and retention of background information from textbook – Creating a storyline/narrative around the tasks Gamified Course Content: • – Earning awards/badges & points Not a game – gamification! • – Experience Points (Combo) to Use gamification elements to incentivize desired behaviors in students • recognize achievements Dynamic means of engaging with course content http: //www. handy 4 class. com

Design of The TPACK Teacher Quest Included interactive and knowledge • Gamification of methods course construction tasks: Content gamified explicitly – • View a video & respond teaches characteristics and – Read an online article & respond – Explore a Web page (Web. Quest, actions for effective teaching Activity Types Wiki) & respond 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

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 Characteristic of TPACK-in-Practice TPK-Planning/ Classroom Management Teacher Action Importance Practice in the instructional setting >50% Teacher Action Frequency Established groups for students prior to the >50% lesson TCK- Competence level with Content Using a variety of subject-based digital tools Select technology-enhanced 85% occasionally, TPK-Planning/Activity Choices >50% -Appropriate Technologies TCK- Knowledge of Content. TPK-Planning/ Instruction Appropriate. Backup Technologies TPK-Implementation/Modeling Technology Use To and For Students TPK-Planning/Differentiation learning activities for lessons often, or always Collaborate with Associate Teacher on >50% lesson design Plan a lesson that sequences 63% occasionally, Planned alternate lesson activities in case of >50% two or more technologyoften, or always technical difficulties enhanced activities in a single Created exemplars of digital products they >50% lesson expected their students to produce Create brief simple handout <50% >50% Modeled appropriate technical skills and best practices for digital tool use for technology skills students Provided students with opportunities to use >50% digital technologies or model effective computer techniques or skills for peers

Findings from Open-ended Questions from Survey Characteristic Action TCK- Knowledge of Content Matching Discipline -Appropriate Technologies -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. TPCK Repertoire of Analyze structure of I had one student who struggled with Technology-enhanced various technology- using Microsoft Word to type out his Activity Types Representing enhanced activity work because he struggled with his Content Knowledge types to meet spelling. . . I provided him with a diverse student program known as Dragon that gives learning needs different possibilities based on the first few letters. And, when he clicks on a Select most word, reads it to him so that he knows effective which one to choose. technologyenhanced activity types to meet diverse student learning needs

Findings from Open-ended Questions from Survey Characteristic Action Evidence from Survey Use teacher-created TPK exemplars Characteristic Modeling Technology Use To and For Students I prepared full math lessons with animations on the slides to demonstrate the steps in equations and showed students various exemplars 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 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 TC: “I was able to develop my TPACK Instructor: “Not only did students more deeply TC: “We also learned ways to teach students bridge the gap that I had between learning knowledge by participating in the quest each process background information needed to using technology, for example using skills (technological, pedagogical, and content understand how to teach with technology, but the week as I learned about new technologies and technology for problem and project based knowledge) and integrating all three of them structure of the quest served to reinforce the research supporting technology in the learning, creating e. Books, Learning Objects. ” different learning goals of the course. ” effectively into my teaching. ” classroom. ”

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 Instructor: “Students were motivated to TC: “So what exactly is gamification? It's in furthering my learning and understanding of accomplish tasks above and beyond in order to level up learning while playing games. Isn't that a fun utilizing technology in the classroom . . . The rather than to just fulfill class requirements. Comments included, “I wish my classroom was like this when I was way to learn? I hope to be able to bring quest was a fun, and interactive way that a student. I can't wait to use this in a classroom” and method of learning into my classrooms in the encouraged me to stay on task and ensure that I “The badges really help me understand what I have to future. ” understood all of the concepts that were taught 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. 137164). 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 TC: “I enjoyed expanding my TPACK Instructors noted that the self-pacing engaged in an ongoing "game" that instructed us knowledge by completing a series of of task completion and quick feedback to complete tasks for digital badges. I found that badges that acted as motivation for provided by awarding of badges this methodology provoked engagement and completion of course readings and work. ” motivation from myself due to the tangibility of promoted feelings of success. the badges. ”

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 TC: “I found that receiving badges for TC: “I was able to use the badges as a in the structure made a difference in how students completing assignments was, at the understood what was being expected of them in visual checklist and reminder of what I completing course goals. For the first time, NO very least, a good way to keep track still needed to complete. ” questions from students about when items were of what work that was required to be due or how we would put the pieces all together completed. ” at the end – they figured it out from the game!”

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 TC: “Game play challenged me to step questions from a textbook, but after a few weeks it out of my comfort zone and learn was second nature to them. The game helps guide the students and keeps them current. Students new tools to engage my 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/5 guo. B_mm 0 cc

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