Teachers as participatory designers: two case studies with technology-enhanced learning environments.
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| Title: | Teachers as participatory designers: two case studies with technology-enhanced learning environments. |
|---|---|
| Authors: | Cober, Rebecca1 rebecca.cober@mail.utoronto.ca, Tan, Esther2, Slotta, Jim1, So, Hyo-Jeong3, Könings, Karen4 |
| Source: | Instructional Science. Mar2015, Vol. 43 Issue 2, p203-228. 26p. |
| Subject Terms: | *Teacher education, *Educational technology, *Astronomy education, *Curriculum planning, *Mobile learning |
| Geographic Terms: | Singapore, Canada |
| Abstract: | Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspectives on the role of technology in education, it is of utmost importance to engage them in a participatory design process. Adopting a case study methodology, we aim to reveal in what ways teachers work as participatory designers and define conditions that support teachers in that. Two initiatives of participatory design in Canada and Singapore were investigated. Design materials, transcripts of design meetings, and interviews with teachers were qualitatively analyzed. Case study 1 (Canada) showed that two teachers participating in software design for an astronomy curriculum contributed by suggesting new design features, introducing pedagogical requirements, and providing feedback on prototypes or design ideas. It appeared essential that teachers feel that their ideas were valued and respected in the entire process. In case study 2 (Singapore), six teachers contributed to the design of a mobile learning trail through: Theorizing and bridging knowledge building principles, collaborative prototyping, contextual inquiry of activity relevance and activity execution, and collaborative evaluation of technology integration. Teachers valued case study discussions with similar cultural contexts and visiting the learning site to design with contextual knowledge. From our case studies, it can be concluded that teachers contribute to the design processes by engaging in theoretical discussion, active participation in a design partnership, reflection about pedagogy and practice, and experimenting with enactment. Conditions that support teachers include support in emergent processes and an atmosphere of trust and inclusion. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 100989530 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11251-014-9339-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 203 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Astronomy education Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Mobile learning Type: general – SubjectFull: Singapore Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Teachers as participatory designers: two case studies with technology-enhanced learning environments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cober, Rebecca – PersonEntity: Name: NameFull: Tan, Esther – PersonEntity: Name: NameFull: Slotta, Jim – PersonEntity: Name: NameFull: So, Hyo-Jeong – PersonEntity: Name: NameFull: Könings, Karen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 00204277 Numbering: – Type: volume Value: 43 – Type: issue Value: 2 Titles: – TitleFull: Instructional Science Type: main |
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