Digital gaming and social networking: English teachers' perceptions, attitudes and experiences
Digital gaming and social networking: English teachers' perceptions, attitudes and experiences
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DOI：
10.1080/1554480x.2011.554625
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发表时间：
2011-01-01
期刊：
影响因子：
0.8
通讯作者：
Chik, Alice
中科院分区：
文献类型：
--
作者：
Chik, Alice
香港的高中课程已融入流行文化的元素，特别是电影和歌曲。虽然学术研究人员主张将在线社交网络和视频游戏作为课程替代方案，将学习者与数字扫盲实践联系起来，但教师的接受程度尚未得到充分探讨。本文报道了一项由34名香港英语教师进行的关于电子游戏和社交网络的行动研究。虽然老师们认为他们的学生经常参与这些受欢迎的活动，但他们对课堂应用持强烈保留态度，特别是在线游戏的价值和在线社交网络的危险。通过问卷调查、访谈、生活体验、在线日志记录以及回应和反思，这些教师探讨了这两种流行的文化实践，以获得个人经验、教学潜力和专业发展。教师自己私下参与这类流行文化活动并不一定有利于教学方面的考虑。本文还讨论了寻找替代流行文化活动对语言学习和教师培训的教学意义。
Elements of popular culture, in particular the film and song genres, have already been integrated into the senior curriculum in Hong Kong. While academic researchers advocate the inclusion of online social networking and video gaming as curricular alternatives to connect learners to digital literacy practices, its reception by teachers has yet to be fully explored. This paper reports on an action research carried out by 34 Hong Kong English teachers on video gaming and social networking. Though the teachers believed their students frequently engaged in such popular activities, they had strong reservations concerning classroom application, in particular the values of online gaming and the dangers of online social networking. Through a survey, interviews, lived experience, online journal entries and responses and reflection, these teachers explored the two popular cultural practices for personal experience, pedagogical potential and professional development. The teachers' own private engagement with such popular cultural activities did not necessarily favour pedagogical consideration. The paper also discusses the pedagogical implications of seeking alternative popular cultural activities for language learning and teacher training.