Addressing Equity in STEM Through Digital Game-Based Learning Professional Development

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Establishing a Culture of Equity in Teacher Preparation and Development

Abstract

STEM learning is not equally accessible to all children. Digital game-based learning (DGBL) can potentially provide access and opportunity for deeper learning in STEM, however DGBL professional development is not readily available. Furthermore, teachers need support in choosing and using educational games to equitably implement genuine STEM DGBL experiences. This paper documents a professional development workshop series designed to support teachers’ pedagogical content knowledge of digital games. Preliminary findings show that the series of workshops increases teacher agency and technological pedagogical content knowledge for games (TPACK-G). It also highlights the value of community building for supporting teacher sense-making of DGBL. This work promotes teacher learning but mostly the importance of centering equity for student STEM learning.

Authors

• Holly Pope, Math Our Way

• Anthony Muro Villa, University of California - Riverside

• Quentin Sedlacek, Southern Methodist University