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Using Diffusion of Innovations Theory to Optimally Plan Professional Development on Game-Based Learning
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, Towson University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Effective implementation of game-based learning remains a challenge regardless of its proven benefits. Teacher barriers to game-based learning are a primary cause for low implementation rates. Teacher professional development can help address game-based learning barriers, but due to the complexity of these barriers, a plan is needed to determine an optimal audience and professional development objectives. For this roundtable discussion, Rogers’s Diffusion of Innovations Theory is introduced to categorize different teacher groups and their respective internal and external barriers. Using this framework, teachers with external barriers would be the most receptive audience for a professional development intervention, as they primarily require resources, modeling, and coaching to proceed with implementation. This would ideally bolster game-based learning implementation rates, simultaneously benefitting students and increasing opportunities for further research.

Citation

Runciman, J. (2019). Using Diffusion of Innovations Theory to Optimally Plan Professional Development on Game-Based Learning. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 855-861). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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