EduBingo: Developing a Content Sample for the One-to-One Classroom by the Content-First Design Approach

The successful adoption of technologies in classrooms, we argue, relies on a greater emphasis on content-related pedagogical models for technology enhanced learning design. We propose thecontent-first design, an approach to creating content sample in the one-to-one classroom—classrooms with a wirele...

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Bibliographic Details
Published inEducational technology & society Vol. 12; no. 3; pp. 343 - 353
Main Authors Chang, Sung-Bin, Lin, Chi-Jen, Ching, Emily, Cheng, Hercy N. H, Chang, Ben, Chen, Fei-Ching, Wu, Denise, Chan, Tak-Wai
Format Journal Article
LanguageEnglish
Published Palmerston North International Forum of Educational Technology & Society 01.07.2009
Subjects
Arithmetic
Bingo
CAI
Classroom design
Classroom management
Classrooms
Computer assisted instruction
Curricula
Educational activities
Educational aspects
Educational Games
Educational Research
Educational technology
Fractions
Full Length Articles
Games
Information technology
Instructional Design
Intelligent tutoring systems
Learning
Mathematics
Mathematics education
Methods
Program Content
Students
Study and teaching
Teacher Role
Teachers
Technology adoption
Technology Uses in Education
Wireless communications
Taiwan
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Summary:The successful adoption of technologies in classrooms, we argue, relies on a greater emphasis on content-related pedagogical models for technology enhanced learning design. We propose thecontent-first design, an approach to creating content sample in the one-to-one classroom—classrooms with a wireless enabled computing device available for each student. To demonstrate this design approach, we take arithmetic calculation (fractions, multiplications, divisions, etc.) in elementary schools as the subject domain with EduBingo, an educational game system played in one-to-one classrooms. The system allows the teacher to monitor the accuracy and speed of the student answers during a game session, and the students can reflect on their answers after the game. Two trial tests are described, one focusing on the students while the other on the teacher. The first test indicates that the students make progress on arithmetic fluency from one session to another and that the game promotes positive affect; the second illustrates how a teacher felt the game fit into her classroom practices. This paper emphasizes those considerations that are most vital to the content-first design approach proposed herein.
ISSN:1176-3647
1436-4522
1436-4522