Teaching Technology Integration to K-12 Educators: A ‘Gamified’ Approach

The purpose of this paper is to present the course design and evaluative data associated with the learning experiences of practicing teachers engaged in a gamified approach to a graduate level course on technology integration. Twenty-two teachers across three offerings of the course completed a survey examining their experience with the gamified course and course elements. Survey mean scores were positive overall. Participants reported they were motivated by the gaming principles incorporated into the course, including the use of badges and awards and the opportunity to tailor course experience to their own interests. Participant responses to open-ended items similarly revealed that recognition and autonomy were important aspects of their learning experience. Implications for the theory and design of a gamified course within teacher education are discussed.

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