Κατεύθυνση Σύγχρονες Τεχνολογίες στην ΕκπαίδευσηLibrary of the School of Philosophy
Χρόνης Κυνηγός, Καθηγητής, Τμήμα Φιλοσοφίας - Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ζαχαρούλα Σμυρναίου, Επίκουρη Καθηγήτρια, Τμήμα Φιλοσοφίας - Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αικατερίνη Μακρή, Μεταδιδακτορική Ερευνήτρια, Τμήμα Φιλοσοφίας - Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Δύο ψηφιακά δομήματα για τον δημιουργικό σχεδιασμό εκπαιδευτικών παιχνιδιών από εκπαιδευτικούς για τη μάθηση των μαθηματικών
Two digital microworlds for the creative design of educational games by teachers for learning mathematics
Teachers who just got their degree -under firm circumstances- were able to develop the qualifications of the 21st century as students. As technology thoroughly progresses and teachers confront with more and more problems it is necessary for them to think creative solutions (Herniksen, Richardson & Mehta, 2017). So, this study deeply focuses on the elaboration of the appeal of creativity, which leads to the making of a prototype and proper product (Baer & McKool, 2009). As a result, the "designing thinking" (Griffin, McGaw & Care 2012) is mandatory if someone wants to create a digital prototype product. Moreover, mathematics are considered one of the most important skills of a person that someone might develop in his early school years (Cimen, 2014), this study focuses them. In a quality case study, six women of the same age and with the same degree of Primary Pedagogics are being investigated. The contesters used as digital tools two free softwares “Choico” and “Malt”. For “Choico” one new digital creation was given to the contesters in two alternatives one “baked” and one “half-baked”. For “Malt” it was created one new digital item, which was named as “C-Mult” and with this “C-Mult” it was created one new digital creation that was given to them. Three of the contesters for each software attempt for the very first time to design digital games individualy in mathematics and more specific at the multiplication of the Primary Education. The designing is organized with the five stages model of Hasso Platner (2010) and the creativity of their products is assessed with the “Consensual Assessment Technique” (CAT) by Amabile (1982) from two considered proper people. The study focuses on what the teachers are able to design with the necessary tools and in how creative they appeared. The results of the study pointed out that the contesters thought about at least three ideas of new games to create. Furthermore, they achieved to design a prototype digital game that was related to mathematics. The games were above the level of the usual score of the judges and that is the reason why they were creative. Conclusively, when proper tools and support is given to new teachers they are capable of creating a digital game which analyses one task related to mathematics.
Main subject category:
Technology - Computer science
Creativity, Mathematics, Design Thinking, Technology, Digital Games
ΚΥΡΙΑΚΟΥ ΠΑΝΑΓΙΩΤΑ - ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ.pdf
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