Rewriting History: How Digital Games are Revolutionising NSW Secondary History Classrooms
DOI:
https://doi.org/10.34190/ecgbl.19.2.3906Keywords:
Digital game-based learning, History Education,, digital divide, New South Wales (NSW), teacher professional developmentAbstract
Despite the significant growth in educational digital gaming, secondary History teachers in Australia lack have clear guidelines regarding gaming pedagogy, and as a result, may use digital games inconsistently. While there is a push from the Department of Education (DoE) for schools in New South Wales (NSW) to engage with digital learning technologies, professional development on digital game use is limited. The Schools Digital Strategy (SDS) is a comprehensive project driven by the DoE. Implemented in 2019, it aims to improve digital services to public schools through addressing existing issues such as connectivity, equality, and investment in devices, networks, and infrastructure. Whilst the SDS Full Report (2019) mentions computer games, the lived realities of secondary History teachers in NSW attempting to implement digital games has not previously been studied. A significant research gap exists in the academic literature on the use of digital games in secondary History classrooms in NSW. This study investigates how secondary History teachers in NSW implement digital games in their classrooms and the purpose of their use. Furthermore, identification of barriers that History teachers face when using or attempting to use digital games will be mapped against the SDS. A mixed method research approach was employed. A scoping literature review was undertaken to gain a baseline for current academic research, as well as an audit of NSW initial teacher education (ITE) programs offering units where digital game pedagogy is delivered. Additionally, surveys and interviews of secondary History teachers in NSW were conducted to understand the lived realities of the teachers, and the barriers they face while attempting to implement digital games in their teaching. This study has implications for teacher education and professional development programs to support effective implementation of digital games into the History classroom.
