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Direct linkSofia Hodedatov; Orit Avidov-Ungar; Merav Hayak – Education and Information Technologies, 2024
The goal of the current study was to examine the perceptions of elementary school principals regarding the value of integrating digital games in teaching and learning and the steps they take to promote this initiative. The study was conducted using a qualitative-narrative methodology to analyze data retrieved through semi-structured in-depth…
Descriptors: Game Based Learning, Elementary School Students, Principals, Administrator Attitudes
Avidov-Ungar, Orit; Hayak, Merav – International Journal of Game-Based Learning, 2021
This is a case study of innovative teaching that examined how 28 elementary school teachers in Israel perceived their implementation of digital game-based learning (DGBL) in their classrooms. The study involved teachers in Israel, who implement DGBL into their classroom teaching. Qualitative analysis of semistructured in-depth interviews with the…
Descriptors: Teacher Attitudes, Elementary School Teachers, Adoption (Ideas), Technology Integration
Elford, Daniel; Lancaster, Simon J.; Jones, Garth A. – Journal of Science Education and Technology, 2022
Augmented reality (AR) has the capacity to afford a virtual experience that obviates the reliance on using two-dimensional representations of 3D molecules for teaching stereochemistry to undergraduate students. Using a combination of quantitative instruments and qualitative surveys/interviews, this study explored the relationships between…
Descriptors: Computer Simulation, Simulated Environment, Science Instruction, Chemistry
Hayak, Merav; Avidov-Ungar, Orit – TechTrends: Linking Research and Practice to Improve Learning, 2020
The present study examined teachers' perceptions regarding the integration of digital game-based learning (DGBL) into their instruction at different stages of their career, in terms of: (a) inhibiting and encouraging factors (b) motivating factors. The research involved 28 elementary school teachers who were integrating DGBL into their…
Descriptors: Game Based Learning, Teacher Attitudes, Elementary School Teachers, Beginning Teachers
Hsu, Chung-Yuan; Liang, Jyh-Chong; Chuang, Tsung-Yen; Chai, Ching Sing; Tsai, Chin-Chung – Educational Studies, 2021
This study aimed to investigate differences in junior and senior (categorised by their years of teaching experience) elementary school teachers' perceptions of the Technological Pedagogical Content Knowledge -- Games (TPACK-G), attitudes towards game, and actual teaching usage. It also aimed to probe how each of the two groups' TPACK-G perceptions…
Descriptors: Elementary School Teachers, Teaching Experience, Game Based Learning, Pedagogical Content Knowledge
Christopoulos, Athanasios; Sprangers, Pieter – Cogent Education, 2021
This study analyzes the integration of an educational technology platform and relates the difficulties faced amidst the Covid-19 pandemic. Initially, we sought to identify the chief barriers educators face when considering the adoption of Information and Communication Technology (ICT). Factors influencing primary and secondary education teachers'…
Descriptors: Educational Technology, Technology Integration, Information Technology, COVID-19
Pondee, Phattaraporn; Panjaburee, Patcharin; Srisawasdi, Niwat – Research and Practice in Technology Enhanced Learning, 2021
In the context of the current teacher education program in Thailand, Technology Pedagogical and Content Knowledge (TPACK) framework is formally recognized as essential qualities of knowledge for a highly qualified preservice teacher in today's education. TPACK has been attracted to educational researchers for preparing preservice science teachers…
Descriptors: Preservice Teachers, Science Teachers, Foreign Countries, Technological Literacy
