Computerspil og faglige fællesskaber
Om computerspil i en centerklasse med læreren som grænsebryder
DOI:
https://doi.org/10.7146/lom.v16i28.136938Keywords:
Computer games, special needs education, boundary crossing, game competence, grounded theoryAbstract
This article contributes new knowledge about the learning benefits of involving computer games in teaching. The article is based on field research from a special needs class at a larger public school in Denmark. The study focuses on how a teacher uses the computer game World of Warcraft as a boundary object in a cross-curricular course in Danish and English. The course provides opportunities of participation for both the teacher and the pupils that wouldn’t be available to them otherwise. Empirically the article is based on data from two video observations, field notes and an interview from visits during the tuition as well as prior conversations and e-mail correspondences with the teacher. Data is processed in a grounded theory-inspired analysis, which shows that the academic potential is closely linked to the use of the computer game but at the same time only is realized because of the teacher creating a transfer from the game as an entertainment area to a functional language area oriented towards the academic goals. Thus, the teacher becomes a boundary breaker.
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