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The Power of Games From Traditional to Digital for the 21st Century Survival Skills: A Case Study
Abstract
Students and teachers lacking fundamental digital literacy skills constitute a dimension of the digital divide. This study aims to enable teachers to experience the power of game-based pedagogy in a technologically restricted context and to show ways to integrate 21st-century survival skills into teachers' field of expertise. This study has a single-case research design. 26 voluntary teachers of various subject areas participated in a 5-day workshop. The pre-interview form, post-semi-structured interviews, daily field notes, and the daily activities products were the main data sources. The results indicated that participants' self-ratings on ICT usage and integration skills increased after the workshop. However, they still stated they needed time to become proficient in 21st-century skills. The participants learned how to integrate game-based pedagogy into technologically restricted learning environments. They generated specific ideas within the range of board games through digital ones. Their perspectives on interdisciplinary collaboration varied across subject areas.
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