Teaching Technology Design: Practicing Teachers Designing Serious Educational Games

  • Leonard A. AnnettaEmail author
  • Marina Shapio
Part of the Smart Computing and Intelligence book series (SMCOMINT)


This chapter operationally defines the term design thinking and gives the historical and theoretical basis of design thinking. We further review current practices of design thinking in education. In a study of practicing K-12 science and instructional technology teachers designing Serious Educational Games (SEGs) (Annetta, 2008), this chapter illustrates how teaching and learning design changes how teachers think. It is the ultimate goal that this change in teachers’ design thinking will enable teachers to transfer their approach to their students so their students learn to design using technologies beyond just Serious Educational Games.


Games Design Science Teaching 



This material is based upon work supported by the National Science Foundation under REAL (award# 1420448) entitled Self-regulation of Science Learning in the Context of Educational Game Creation: A Study of Middle School Students with Learning Disabilities. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.


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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.East Carolina UniversityGreenvilleUSA
  2. 2.California State University-BakersfieldBakersfieldUSA

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