A case study: From game programming to ICTs

Abstract

Students in the U.S. perform poorly in mathematics and science tests in both U.S. and international assessments, a weakness reflected in the Information Communication and Technology competencies. The strong connection between competencies in mathematics, science, and ICT has created major concerns for educators and policy makers since poor performance in these areas endangers the future of the nation in global business. As a result, we investigated how the perspectives of noncomputer science educators changed when they learned game programming and ICT skills. The participants learned two free Web 2.0 game programming applications including Scratch and Alice and discussed one article. Online discussions and peer review processes through social network made up this mixed method study. The findings indicated that teaching and learning game programming with project-based learning as well as reflecting on teaching methods resulted in building logical concepts and critical thinking skills. The results also led to promoting ICT in the K-16 curriculum and private firms.