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ERIC Number: EJ829740
Record Type: Journal
Publication Date: 2009-Feb
Pages: 6
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-0746-3537
Gaming in Technology Education
Clark, Aaron C.; Ernst, Jeremy V.
Technology Teacher, v68 n5 p21-26 Feb 2009
The authors have devoted a considerable amount of time evaluating the role that gaming and game development plays in the form of curricula integration and as a future career focus for students interested in this field. From the research conducted through the completed National Science Foundation (NSF) project, VisTE: Visualization in Technology Education Project (NSF#ESI-0137811), gaming came to the forefront as a way to gain student interest in topics related to Science, Technology, Engineering, and Mathematics (STEM). The VisTE project's major tasks were to develop supplemental materials that promote "Standards for Technological Literacy: Content for the Study of Technology" (STL)(ITEA, 2000/2002/2007), produced by the International Technology Education Association. Throughout the VisTE project, gaming was recommended by participants as a potential method to integrate visual and technological literacy, as well as keep students interested in the subject matter being studied. During the later stages of the VisTE project, researchers started to focus attention on how gaming can improve visual literacy and technological literacy. Also, the researchers examined ways gaming could be used to enhance student learning of technology, specifically in the area of integrated curricula. In this article, the authors talk about gaming and its effects in technology education classrooms. The authors also discuss how gaming can be taught as a catalyst for STEM integration, including provision of activities to promote this integration and maintain student interest. (Contains 4 figures.)
International Technology Education Association (ITEA). 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A