91ֿ

K-12 Teaching and Learning with Digital Games Microcredential

K-12 Teaching and Learning with Digital Games Microcredential

This microcredential gives K-12 educators a deeper understanding of the research and resulting best practices regarding how, when, where, and why to implement digital games in the classroom. Upon completion of this microcredential, teachers will be able to define and defend the appropriateness of using digital games in K-12 teaching and learning.

MICROCREDENTIAL ID: ETEC-TLG-0002
CREDENTIAL: K-12 Teaching and Learning with Games
CREDITS: 1.0 CEU (10 hours)
AUTHOR: Dr. Rick Ferdig

Registration

 

How to Earn This Microcredential

Participants must submit evidence related to learning, implementing, and reflecting on teaching with digital games in the classroom. This includes a written overview of the advantages and disadvantages of educational gaming, presentation materials to be given to or a presentation given to other stakeholders, and a reflection on lessons learned in this microcredential.

Fees

Participants submitting this microcredential for review will be assessed an administrative fee of $50. Participants who successfully complete the microcredential will receive a certificate showing completion of 1.0 CEU.

 Why Get This Microcredential?

 

This microcredential is part of the K-12 Teaching and Learning with Games Credential. Where the first microcredential in the credential introduced participants to the long and storied use of ԴDz­-digital games, this course presents information about how digital gaming has altered (positively and negatively) opportunities for K-12 educators. The content sets the stage for additional learning about game consumption, game production, and gamification.

Important Terms
  • Affordances – considered positives or advantages; it could also mean that something enables something else to happen. An affordance of a fork is that it can allow you to eat food.
  • Constraints – things that are considered negatives or limitations. A constraint of a fork is that it does not allow you to eat soup easily.
  • Non-Digital games – a game that does not require digital devices such as a computer, mobile device, or console. These are sometimes called analog or board games.
  • Educational games – games that are either created for educational purposes, or if not specifically for educational purposes, they can be applied for educational goals. Educational goals can be cognitive, emotional, affective, social, etc.
  • Evidence-based – statements about topics (e.g., educational gaming) that are backed by research literature to support claims.
  • Pedagogy – there are a lot of definitions, but it is probably easiest to think of this as the art or science of teaching. It would be easy, for instance, to ask educators how educational gaming fits into their pedagogical beliefs.

 Benefits of this Microcredential

 

Gaming, whether digital or not, has become a critically important part of society. Some researchers estimate that as many as 3 billion people play games in various formats. Educators have also begun exploring gaming for learning in K-12 through post-secondary. There is enough research to warrant the use of games for teaching and learning. However, educators are not always aware of such evidence, particularly if they need to defend their interests in games to key stakeholders like parents, other teachers, or administrators. The purpose of this microcredential is to prepare educators to make research-based arguments for the benefits of (and ways to address the concerns about) digital gaming in education.

Standards

Ohio Learning Standards: Technology
  • Information and Communications Technology
    • ICT Topic 3: Use digital learning tools and resources to construct knowledge.
    • ICT Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.
  • Society and Technology
    • ST Topic 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally, and ethically.
    • ST Topic 3: Explain how technology, society, and the individual impact one another.
  • Design and Technology
    • DT Topic 1: Define and describe the technology, including its core concepts of systems, resources, requirements, processes, controls, optimization, and trade-offs.
ISTE Educator Standards
  • 2.1 Learner
    • 2.1.a - Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
    • 2.1.b - Pursue professional interests by creating and actively participating in local and global learning networks.
    • 2.1.c - Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
  • 2.2 Leader
    • 2.2.a - Shape, advance, and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
    • 2.2.c - Model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.
  • 2.3 Citizen
    • 2.3.b - Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
  • 2.4 Collaborator
    • 2.4.d - Demonstrate cultural competency when communicating with students, parents, and colleagues and interact with them as co-collaborators in student learning.
  • 2.5 Designer
    • 2.5.b - Design authentic learning activities aligned with content area standards and use digital tools and resources to maximize active, deep learning.
  • 2.6 Facilitator
    • 2.6.d - Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.
  • 2.7 Analyst
    • 2.7.a - Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

 Evidence Review

 

Candidates interested in earning this microcredential must submit three pieces of evidence: one piece related to learning, one related to implementing, and one related to reflecting.

When you are ready for your evidence review, submit your pieces of evidence for feedback from a qualified instructor. 

Learning

In this first of three sections, you will learn about the positives and negatives of using educational games.

Required Resources

  • Read chapters 1 and Chapter 4 of KQED’s “.” Pay particular attention to:
    • What does the research say are some affordances (positive things) about gaming in the classroom?
    • How are many teachers using games in the classroom?
    • How are teachers overcoming gaming challenges?
  • Read: “.” Though it is written for parents, it presents the pros and cons of gaming that educators should consider.

Additional Resources

  • Popular Press
    • Educause -
    • Edutopia –
    • Harvard Health Publishing –
    • University of Toronto –
  • Research materials
    • Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). . International Journal of Advances in Scientific Research and Engineering, 4(12), 139-144.
    • De Freitas, S. (2018). . Journal of Educational Technology & Society, 21(2), 74-84.
    • Ferdig, R.E., Baumgartner, E., & Gandolfi, E. (Eds.) (2021). Teaching the Game: A collection of syllabi for game design, development, and implementation (Vols. 1-2). Pittsburgh, PA: ETC Press.
      • Volume 1 –
      • Volume 2 –
         
  • Videos
    • James Paul Gee on
    • | Andre Thomas | TEDxTAMU
    • | Daphne Bavelier

Required Evidence

  • Submit a 1-2 page overview of the ways in which games can positively impact teaching and learning. Also, consider concerns that parents or administrators might raise and the evidence you would use to address those concerns. The goal of this document is to create a statement that you could easily share with others if they ask you why you are interested in teaching and learning with games.
  • Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
  • Use references to support your claims. References do not count towards the 1-2 page minimum/maximum. Any format for references is allowed, but APA is preferred.

Evidence Review Criteria

  • Criterion 1: Educators will be able to demonstrate an understanding of the affordances (pros) and constraints (concerns or limitations) of using games in the classroom.
  • Criterion 2: Educators can use references to support their claims about the value of using games in K-12 education.
Implementing

In this second of three sections, you will be creating materials that you can use to share with other stakeholders (e.g., parents, other teachers, and administrators).

Required Resources

  • Read: University of San Diego -

 

Additional Resources

Required Evidence

  • Option 1
    • Create a PowerPoint (or PowerPoint alternative) that could be used to deliver professional development to an important stakeholder (e.g., other teachers, parents, administrators). The presentation's focus will be on the learning benefits of games (and counteracting the potential negatives).
    • Submit the presentation as a PPT, PDF, or link. There is no minimum number of slides. However, future participants listening to the presentation should be able to learn clearly from the slides presented.
    • Slide notes should be included as either a transcript of what will be said or a list of key ideas that will be covered on the slide.
    • References are required to support the statements and claims made. A bibliography or set of references can be included at the end but should also be included on each slide.

OR

  • Option 2
    • Create and then deliver professional development on the benefits of games for teaching and learning. This presentation can be made to any stakeholder and does not require the creation or use of specific learning materials (e.g., presentation slides and handouts).
    • Evidence of successful completion must include two components:
      • A short video (through a URL) of at least some snippets of your presentation.
      • Reviews from your audience.

Evidence Review Criteria

  • Option 1
    • Criterion 1: Educators will present evidence of the creation of materials that could be used to deliver professional development (e.g., workshop, presentation) to others
  • Option 2
    • Criterion 1: Educators will be able to successfully present information about educational gaming to key stakeholders.
Reflecting

In this final of three sections, you will reflect upon your experiences in this microcredential.

Required Resources

  • If you are new to writing reflections and/or this is your first microcredential, please visit at least one of the additional resources.

Additional Resources

  • EduBirdie -
  • Trent University –

Required Evidence

  • Reflect on what you learned in this microcredential.  Submit a 1-page document describing what you learned from understanding the benefits and disadvantages of using games in the classroom.
  • Submit a document that considers at least these three questions:
    • What did you not know that you learned, and how will you use that in the classroom?
    • What did you already know that was confirmed through this microcredential, and how will that reinforce what you are already doing?
    • What do you still not know or understand, and what is your plan to address these needs?
  • Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
  • No references are required.

Evidence Review Criteria

  • Criterion 1: Educators will be able to demonstrate thoughtful reflection on their learning experiences.
  • Criterion 2: Educators can create a plan for continuing their professional development in this area.
© 2024 91ֿ All rights reserved.