The document discusses technology integration and game-based learning. It introduces the TPACK framework for the knowledge teachers need to effectively teach with technology, including technological pedagogical content knowledge. It also discusses surveys that found teachers agree games have a valuable role in education and can enhance problem solving, but lack of teacher knowledge is a barrier. The LoTi framework and HEAT framework are introduced for measuring technology integration. Benefits of game-based learning are listed such as motivation and developing skills. The document then discusses designing games using storyboards and the visual programming tool Kodu.

1. Technology Integration
and Games Based
Learning
Lena Arena
ICT Consultant K-12, Sydney Region

3. The TPACK Model
Reproduced by permission of the
publisher © 2012 by tpack.org

4. What is TPACK?
• Technological Pedagogical Content
Knowledge (TPACK) is a framework that
identifies the knowledge teachers need to
teach effectively with technology.
• The TPACK framework extends Shulman’s
idea of Pedagogical Content Knowledge.

5. The three primary forms of knowledge
1 Content (CK)
2 Pedagogy (PK)
3 Technology (TK)
The TPACK approach goes beyond seeing these three
knowledge bases in isolation. The TPACK model shows the
inter-relationship of these 3 forms of knowledge.

6. •Teachers’ knowledge about the subject matter to be learned or
Content Knowledge (CK) taught.
•Teachers’ deep knowledge about the processes and practices or
Pedagogical Knowledge (PK) methods of teaching and learning
•Knowledge about certain ways of thinking about, and working with
Technology Knowledge (TK) technology, tools and resources
•Knowledge of pedagogy that is applicable to the teaching of
Pedagogical Content specific content - covers the core business of
Knowledge (PCK) teaching, learning, curriculum, assessment and reporting
Technological Content •An understanding of the manner in which technology and content
Knowledge (TCK) influence and constrain one another
Technological Pedagogical •An understanding of how teaching and learning can change
Knowledge (TPK) when particular technologies are used in particular ways.
Technological Pedagogical •Underlying truly meaningful and deeply skilled teaching with
Content Knowledge (TPACK) technology – using all forms of knowledge.
http://www.tpck.org/

7. Survey - Summary
• 53% rarely play computer games for enjoyment
• 60% use other handheld devices e.g. ipods, smartphones, tablets for
games
• 47% use games in teaching weekly
• Most commonly used game types with 73% are on-line games and drill
and practice games
• 92% use PCs or Macs for classroom games
• 93% agree or strongly agree that games have a valuable role
educational settings
• 100% believe that games based learning enhances problem solving skills
• 86% saw lack of teacher knowledge as the main barrier to increased
used of game based learning in the classroom

16. The LoTi Framework
• The Levels of Teaching Innovation (LoTi) Framework is
a conceptual model to measure classroom teachers
implementation of digital-age literacy .
• The LoTi Framework focuses on the balance
between instruction, assessment, and the effective
use of digital tools and resources to promote higher
order thinking, engaged student learning, and
authentic assessment practices in the classroom -all
characteristics of 21st Century teaching and
learning.

17. Where are you at now? The LoTi Levels
Level 0 Level 1 Level 2 Level 3 Level 4 (A) Level 4 (B) Level 5 Level 6
• Non-use • Awareness • Exploration • Infusion • Integration: • Integration: Routine • Expansion • Refinement
• Use of digital tools • Digital tools and • Digital tools and • Digital tools and Mechanical • The teacher is within • More complex and • Collaborations
and resources in the resources used for resources are used resources are used • Digital tools and his/her comfort level sophisticated use of extend beyond the
classroom is non- classroom and/or by students for by students to carry resource use is with promoting an digital resources classroom that
existent curriculum extension out teacher- inherent and inquiry-based model and collaboration promote authentic
management, to activities, enrichmen directed tasks that motivated by the of teaching that tools in the learning student problem-
embellish or t exercises, or emphasize higher drive to answer involves students environment solving, no longer a
enhance teacher information levels of student student-generated applying their division between
lectures or gathering cognitive processing questions that learning to the real instruction and
presentations, used assignments relating to the dictate the content, world digital
by students as a content under process, and tools/resources in
reward for prior work investigation. products the learning
completed in class embedded in the environment
learning experience
http://www.loticonnection.com/index.php/more/frameworks/20-loti-framework

19. How To Vote via PollEv.com
TIP Capitalization doesn’t matter, but spaces and spelling do

20. H.E.A.T
Higher Order Thinking
Engaged Learning
Authentic Connections
Technology Use
http://loticonnection.cachefly.net/global_documents/HEAT_Framework_Poster.pdf

21. Why games for learning?
From your readings why do you think that
game based learning has a place in your
teaching program?
http://popplet.com/app/#/830128

22. Why games for learning?
Research suggests that computer games can
help stimulate a successful learning
environment and provide motivational
learning contexts that suit many learners. They
also provide an opportunity to develop
communities in which learners have a sense
of ownership over what they do.

23. Benefits of using game based learning
• motivating learners to succeed and to continually improve
• fostering self-esteem, self-determination and enhancing self-
image
• facilitating collaborative learning
• implicitly developing learners ability to observe, question,
hypothesise and test
• facilitating metacognitive reflection
• developing complex problem-solving skills
• making school an exciting place to be
• offering inroads into other curricular areas
• sharing practice features that show how games have
enhanced learning in the classroom.

24. Why game based learning in education?
• Games are interactive and fun - doing
• Games have outcomes and feedback-learning
• Games are adaptive - flow
• Games have conflict , competition challenge and
opposition - adrenaline
• Games have problem solving - creativity
• Games have interaction - social groups
• Games have a narrative- emotion
• Games engage the student
• Games provide an immersive environment

25. Students as game designers
• The aim is move students from playing to
building transforming students from consuming
to creating digital content.
• The process of understanding and applying the
principles of good game design to student
created games improves literacy, collaboration
and higher order thinking skills, and can lay the
foundations for deep learning, innovation and
change in the 21st century classroom.

26. 21st Century Skills
Collaboration
Multimodal literacy
Personalised
Multitasking
Interactive and networked
Creative and adaptive
Reflective and critical

27. DESIGNING GAMES

28. Brainstorm…
1. Make a list of possible plots (storyline) for your game
2. Make a list of possible settings for your game
3. Make a list of possible characters for your game.
• Give your characters descriptions
(characteristics)
Pick one idea from each list above to create a game
Plot Setting Characters

29. Getting started with game design
1. Use a storyboard to plot your game
2. Start with the primary gameplay mode
Ask “What is the player going to do?”
3. Define that mode, then move on to others
• Player’s role
• Interaction model
• Perspective
• Setting
• Challenges the player confronts
• Mechanics that create those challenges
• Actions the player takes to overcome them

30. Storyboard

31. Storyboard templates
1. The Flying Animator
http://www.the-flying-
animator.com/storyboard-template.html
2. Karen J Llyod’s Downloads
http://karenjlloyd.com/blog/free-storyboard-
template-downloads/
3. Education World
http://www.educationworld.com/tools_tem
plates/template_strybrd_8panels.doc

32. Good game design
Game Rules
•Rules of a game depend on the game genre. These rules define what actions or moves a
player can and cannot make; where they can and cannot go, and how they will win the
game. Players do not get most of the games rules from the game’s instructions. They are
inherent to the game and govern the playing process
Goals/Objectives
•The goals and objective of a game establish the game’s rules of play and the criteria for
winning
Challenge
•Games can be competitive in different ways. Some games have clearly defined competition,
one player wins, and the other loses. In other games, contestants compete to achieve the
highest score. The competition can be with another player, non-player, or the players
themselves.
Engagement
•Interactivity is how the player interacts or acts within the game world. The way the player jumps,
shoots, or dunks; how they interact with their competition or enemies; what motions, and
actions they can make. Another term for the way a player operates in the game world is the
game’s interaction model. Video games require players to be part of the learning environment.

33. GETTING STARTED WITH KODU

34. What is Kodu?
• Kodu is a visual programming language
made specifically for creating games. It is
designed to be accessible for children and
enjoyable for anyone.
• It can be downloaded for free from the
Microsoft website
• Kodu can be programed for use with a
keyboard and mouse or a game controller

35. Why KoDU?
• Kodu provides a creative environment for designing,
building, and playing games.
• Teach programming, problem-solving, and more
with a creative environment.
• Students can create a range of terrains, worlds and
characters, controlling the characters’ movement,
sound and vision using an icon-based language.
• Games can be shared and accessed by others.

36. KoDU allows
• Students to learn programming and other skills in a fun
way
• “Behind the scenes” of game development to be
explored
• Learning to be demonstrated through creating a
game
• Concepts taught in various learning areas to be revised
• For the improvement of critical thinking and problem
solving skills
• For improved student collaboration and cooperation
• Inspired confidence in programming skills

37. Oatley P.S at MAC ICT

38. FLOW Chart -the BACK Story of THE GAME

39. STORY BOARDING

40. GAME DESIGN-USING STORYBOARDS

41. KODU PROGRAMMING

42. The Interface - The Main Menu

43. The Interface – the Home Menu

44. New World

45. Tools

46. Instructions
based on
tool
selected

47. Your turn…
Complete the first activity by placing the
program next to the correct description. 

48. Your turn….
Open the practice world from the wiki:
• Add an apple or other object to the world
• Add a background sound to one of the objects
• Add or change some terrain
• Add some water to the pond
• Modify code for Cycle to have him earn a point
for each apple he eats
• Modify code for fish to allow him to move

49. Summary

50. Questions? Need More Information?
Lena Arena
ICT Consultant K-12, Sydney Region
Phone: 9582 2851
Email: carmelina.arena@det.nsw.edu.au