VOL. 2, NO. 2; MARCH
Table of Content


Video Games: Benefits and Obstacles in Formal Educational Environments Survey

Rory Marsh


This paper examines the use of commercial-off-the-shelf (COTS) games in formal educational settings. A survey method was employed to determine which COTS video games are appropriated for formal educational settings, and the benefits and barriers to integration in formal educational settings. Ninety-nine members of the Special Interest Group of Games and Simulations (SIGGS) in the International Society for Technology in Education (ISTE) responded to the survey. The results suggest that greatest benefits to integrating COTS videos games include developing cognitive skills, teaching complex problem-solving, accepting and learning from mistakes, and learning by doing. The greatest barriers include teachers’ background in games and technology, perception of games, lack of financial resources, and alignment with the curriculum, lack of evidence to support their use, and lack of time to integrate into the classroom. Conclusions are provided.

Comparative teacher education skills training through regular and remote mode Comparative study

Yesenia Klein


Effectiveness of a teacher in complex classroom situations has always been an area of interest for researchers. Subject matter expertise is not the only criteria that the effective teacher has to fulfill. Creating an environment in the classroom where reshaping and redesigning of knowledge, stimulation of intellectual curiosity, and innovative and independent thinking can take place, is a real challenge for teachers. To inculcate these attributes in teachers, teacher training programmes put utmost stress on developing skills among student teachers. During teaching practice, the novice student teacher uses teaching skills strictly per guidelines given by the teacher educator, but this state of affairs become different in real class room situations.

The present study is designed to take into account the comparison of in-service teachers trained by regular and distance mode with respect to use of teaching skills in the classroom. No significant differences are observed in use of skills of set induction, illustration with example, recapitulation, blackboard writing and use of teaching aids. Significant differences at the 5% level are observed in questioning and evaluation skills.