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Why Videogames are not Teacher-Proof: The Central Role of the Teacher when using New Technologies in the Classroom

Why Videogames are not Teacher-Proof: The Central Role of the Teacher when using New Technologies in the Classroom
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Author(s): Melissa Gresalfi (Indiana University, USA), Jacqueline Barnes (Indiana University, USA)and Patrick Pettyjohn (Indiana University, USA)
Copyright: 2011
Pages: 18
Source title: Multi-User Virtual Environments for the Classroom: Practical Approaches to Teaching in Virtual Worlds
Source Author(s)/Editor(s): Giovanni Vincenti (Towson University, USA)and James Braman (Towson University, USA)
DOI: 10.4018/978-1-60960-545-2.ch017

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Abstract

This chapter considers the crucial role that the teacher plays in supporting successful use of immersive technology in the classroom, focusing particularly on the use of an interactive, online, multiplayer videogame called Quest Atlantis. This chapter presents an account of successful strategies for integrating immersive technologies into teaching practice, such that the game does not replace the teacher, nor the teacher replace the game, but rather the two are integrated in their mutual support of student learning. The authors focus specifically on two distinct roles that teachers can play in leading whole-class discussions: attuning students to important concepts and connections in the game, and deepening opportunities to learn beyond what is afforded in game design. For each role, the authors present two contrasting cases with the goal of illuminating the central role that a teacher can play when integrating complex technologies into the classroom. Differences in the ways that teachers support their students while using games like Quest Atlantis are not trivial; it is argued that differences in teachers’ support of whole-class conversations can create dramatically different opportunities for students to learn.

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