FrameTEP- classifying teachers' appropriation of digital games

1. What happens when digital
games are introduced in
classrooms
Dr Sarah Prestridge
School of Education and Professional Studies
Mt Gravatt Campus
Griffith University
s.prestridge@griffith.edu,au

2. My research areas

3. Overview of Presentation
• Serious Play project
• Focus on Teacher beliefs
§ Teacher appropriation of digital games
§ Analysis tool for classifying beliefs and practices
• Application to pre-service teachers

4. Serious Play
• Serious Play: Digital Games, Learning and Literacy for
twenty first century schooling. Funded by the Australian
Research Council, over a three-year period (2012-2015)
the project investigated what happened to literacy and
learning, curriculum, pedagogy and assessment when
digital games were introduced into schools.

5. Research Questions
1. the ways in which students with widely differing preferences and experiences with digital
games and digital culture approached games-based teaching in the classroom;
2. the ways in which the experience of game-play changed in classroom contexts;
3. the ways teachers worked with digital games most effectively, and the kinds of pedagogical
practices and approaches that best capitalised on the capacities of games to teach;
4. the opportunity games provided for creativity, production, and innovation;
5. digital literacies and the ways in which learning through games challenged and extended
multimodal literacy learning; and
6. an assessment framework which can be used to identify and support the multimodal
literacies and e-learning capabilities made possible through the use, analysis, and creation
of digital games.

6. Research Questions
1. the ways in which students with widely differing preferences and experiences with digital
games and digital culture approached games-based teaching in the classroom;
2. the ways in which the experience of game-play changed in classroom contexts;
3. the ways teachers worked with digital games most effectively, and the kinds of pedagogical
practices and approaches that best capitalised on the capacities of games to teach;
4. the opportunity games provided for creativity, production, and innovation;
5. digital literacies and the ways in which learning through games challenged and extended
multimodal literacy learning; and
6. an assessment framework which can be used to identify and support the multimodal
literacies and e-learning capabilities made possible through the use, analysis, and creation
of digital games.

7. Research Methodology
• Queensland and Victoria—and five primary
schools and five secondary schools.
• . The project games-based strands to guide
teachers’ integration:
§ the use of ‘serious’ and commercial digital games
to support learning in the discipline areas;
§ the critical analysis of digital games as text;
§ the making of digital games to promote creativity.

8. A teacher’s appropriation of a digital game

9. Classifying teacher appropriation of digital
games…..
the ways teachers worked with digital games
most effec3vely, and the kinds of pedagogical
prac3ces and approaches that best capitalised
on the capaci3es of games to teach

10. Relationship between teacher beliefs and
their practices with digital games
• Epistemological beliefs
• ICT Pedagogical beliefs
• ICT Pedagogical practices
• Student learning/outcomes
• Teacher competency

11. Perry, W.(1970). Forms of Intellectual and Ethical Development in the College Years
: A scheme. New York: Holt, Rinehart and Winston.
DualisAc
MulAplisAc
RelaAvisAc
RelaAvism
right-or-wrong knowledge handed down by authority
mulAple views but sAll believe that most knowledge is certain
most knowledge as tentaAve and contextual
and generated by the self;
that knowledge is uncertain and
based on the weight of accumulated evidence
Epistemological beliefs

12. ICT Pedagogical beliefs
Computer skills
InformaAon tool/ supplements curriculum
Enrich curriculum
Facilitates emerging curriculum

13. ICT Pedagogical practices
Kemmis et al 1977 & Ertmer et al 2012
Teacher Centred Mix-Primarily Mix –Primary Student Centred
Revelatory
Conjectual
enables students to manipulate
ideas and hypotheses to
develop knowledge
Instruc2onal
Balanced
acAviAes/knowledge in order for students to discover the concept
divides the learning acAviAes into
smaller units with use of posiAve/
negaAve feedback for correcAons

14. Student learning/outcomes

15. Teacher ICT competency
• Low
• Medium
• High

16. FrameTEP

17. Further information on FrameTEP
• Prestridge, S., & de Aldama, C. (2016). A Classification
Framework for Exploring Technology-Enabled Practice-
Frame TEP. Journal of Educational Computing Research,
0 (0) 1-21. DOI: 10.1177/0735633116636767

18. Lucy’s appropriation of digital games

19. Lucy’s appropriation of Reading Quest

20. Disruption:-
At a critical point for change described
by Nespor (1987) as in a ‘Gestalt shift’
“This time I'd like to try a game that you suggest is
better for them”.

21. Minecraft –afternoon rotations

23. Minecon

24. Lucy states:
I don't like to fail anything and I felt I didn’t do it right the first time. So I think
it's allowing yourself to know less than the kids, and learn from them
because I'm never going to be up with all of it anyway. I watch what they do.
There'll be more and more games that I won't be interested in either, but as
long as I can monitor it and keep an eye on them then I know that it's a good
thing, then that's all good. I also think it's finding the right game that lends
itself to lots of areas. I wouldn't have used the other game [Reading Quest]
as often or as intensely I suppose. It wouldn't have been a huge part of what
we did but this one, they just constantly talk about it, it drives me crazy.

25. Lucy’s appropriation of Minecraft

26. Jen’s appropriation of Ratchet and Clank
The volume for these two boys - like they
would be lucky to write half a page and
you'd be lucky that it would make sense.
Now they write up to two pages - and you
can follow it - and that's a big thing for them.
Because the picture is in their head, it's
clearer - they can follow the story rather
than making it up on their own and they
follow the story and it gives them that
sequence. So it's been good for them.

27. Jen’s appropriation of Ratchet and Clank

28. Jen’s appropriation of Temple Run
I was playing Temple Run and I thought
actually this could be a really good thing
because it just happens so fast, kids could
play and use short sentences like blah,
blah, blah, and then longer, you know my
heart pounded - add an extra clause as I
blah, blah, blah. So I'm thinking Temple Run
as an inspiraIon to see if they can apply using
those short sentences for dramaIc effect and
then also using embedded clauses to write
something a bit bigger
Teacher lead on whiteboard ----paired task

29. Jen’s appropriation of Temple Run

30. To think about:
• Teachers initially chose a digital game that represented their
epistemological views and implemented using existing practices
(Lucy- Reading Quest: Jen- Ratchet and Clank).
• Triggers for changed occurred based on Student outcomes:
§ Lucy – minecraft- change in beliefs & practice (to sandpit/concept application)
§ Jen-Temple run (no change in practice- choosing skill based outcomes limited
appropriation) change in beliefs
• Low competency
• PD- metacognitive approach to teacher preparation and development

31. Serious play website

32. Thank you
Dr Sarah Prestridge
School of Education and Professional Studies
Mt Gravatt Campus
Griffith University
s.prestridge@griffith.edu,au