How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement

M. N. Callaghan, J. J. Long, E. A. van Es, S. M. Reich, T. Rutherford
<span title="2017-08-10">2017</span> <i title="Wiley"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/7ms7y26ejjf3lizlrahsbhaygu" style="color: black;">Journal of Computer Assisted Learning</a> </i> &nbsp;
As more attention is placed on designing digital educational games to align with schools 0 academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers 0 using games for instruction and how such integration might impact students 0 achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game-use workshops) for integration; (b) determine how teachers inte-
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1111/jcal.12209">doi:10.1111/jcal.12209</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/vkpdfhyjcnfn3mrewup27gpn7i">fatcat:vkpdfhyjcnfn3mrewup27gpn7i</a> </span>
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