STEAM Games Are Good for Learning: A Study of Teacher Professional Development in the Philippines

Hunter, J; Fitzgerald, T

STEAM Games Are Good for Learning: A Study of Teacher Professional Development in the Philippines

Hunter, J

Fitzgerald, T

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Publisher:: Association for the Advancement of Computing in Education
Publication Type:: Journal Article
Citation:: Journal of Computers in Mathematics and Science Teaching, 2021, 40, (4), pp. 347-355
Issue Date:: 2021-11-30

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Field	Value	Language
dc.contributor.author	Hunter, J https://orcid.org/0000-0001-9232-8895
dc.contributor.author	Fitzgerald, T
dc.date.accessioned	2021-11-09T22:29:07Z
dc.date.available	2021-11-05
dc.date.available	2021-11-09T22:29:07Z
dc.date.issued	2021-11-30
dc.identifier.citation	Journal of Computers in Mathematics and Science Teaching, 2021, 40, (4), pp. 347-355
dc.identifier.issn	0731-9258
dc.identifier.uri	http://hdl.handle.net/10453/151465
dc.description.abstract	In a study on digital game-based learning in five high-poverty elementary schools in the Philippines, the teachers’ profes- sional development experiences were investigated. Research conducted for the study was part of a university-industry partnership with the developer of a new platform designed to give teachers and students experience of integrated Science, Technology, Engineering, Arts and Mathematics (STEAM) curriculum in an innovative digital game-based format with elements of coding, robotics and project-based learning. Findings suggest that teachers found it highly effective for engaging students more in learning, with fewer student ab- sentees recorded across the five-week intervention. While noteworthy satisfaction with the program was expressed by teachers about the in-class effectiveness of digital game- based learning, and with the professional learning provided to up-skill themselves in the platform prior to implementation of the program, it was found that significant contextual and language improvements could enhance the overarching aims of this digital game-based resource for STEAM teaching and learning.
dc.language	en
dc.publisher	Association for the Advancement of Computing in Education
dc.relation	Steam Craft Edu Pty Limited
dc.relation.ispartof	Journal of Computers in Mathematics and Science Teaching
dc.rights	This document is the Accepted Manuscript version of a Published Work that appeared in final form in [Journal of Computers in Mathematics and Science Teaching, 2021, 40, (4), pp. 347-355], copyright © American Chemical Society after peer review and technical editing by the publisher. To access the final edited and published work see [https://www.aace.org/pubs/jcmst/].”
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.title	STEAM Games Are Good for Learning: A Study of Teacher Professional Development in the Philippines
dc.type	Journal Article
utslib.citation.volume	40
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2021-11-09T22:29:06Z
pubs.issue	4
pubs.publication-status	Accepted
pubs.volume	40
utslib.citation.issue	4

Abstract:

In a study on digital game-based learning in five high-poverty elementary schools in the Philippines, the teachers’ profes- sional development experiences were investigated. Research conducted for the study was part of a university-industry partnership with the developer of a new platform designed to give teachers and students experience of integrated Science, Technology, Engineering, Arts and Mathematics (STEAM) curriculum in an innovative digital game-based format with elements of coding, robotics and project-based learning. Findings suggest that teachers found it highly effective for engaging students more in learning, with fewer student ab- sentees recorded across the five-week intervention. While noteworthy satisfaction with the program was expressed by teachers about the in-class effectiveness of digital game- based learning, and with the professional learning provided to up-skill themselves in the platform prior to implementation of the program, it was found that significant contextual and language improvements could enhance the overarching aims of this digital game-based resource for STEAM teaching and learning.

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http://hdl.handle.net/10453/151465