Dosuperior teachers employ systematic instructional planning procedures? A descriptive study

Young, Andrea; Reiser, Robert A.; Dick, Walter

doi:10.1007/bf02299789

Cited by 20 publications

(10 citation statements)

References 12 publications

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“…There has also been a somewhat separate line of research involving empirical studies of instructional design -sometimes involving school or tertiary education teachers, sometimes novice and expert professional instructional designers (e.g., Kerr 1983;Rowland 1992;Hoogveld et al 2001Hoogveld et al , 2002Kirschner et al 2002;Ertmer et al 2008Ertmer et al , 2009. Some studies link between the two by trying to assess the extent to which experienced and/or successful teachers make use of instructional design methods (e.g., Moallem 1998;Young et al 1998). Studies of how teachers use learning designs, design tools, design principles and design patterns are still rather rare (Uduma and Morrison 2007;Bennett et al 2008Bennett et al , 2009Levy, Aiyegbayot, and Little 2009;Masterman, Jameson, and Walker 2009).…”

Section: Lessons Learned From Instructional Design Researchmentioning

confidence: 97%

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge‐in‐pieces

Kali

Goodyear

Markauskaitė

2011

Learning, Media and Technology

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If research and development in the field of learning design is to have a serious and sustained impact on education, then technological innovation needs to be accompanied -and probably guided -by good empirical studies of the design practices and design thinking of those who develop these innovations. This article synthesises two related lines of research into teachers' design thinking. We draw attention to the importance of context in working on the solution of design problems and introduce the idea that some pedagogical knowledge can best be understood as 'knowledge in pieces', rather than as a coherent system of pedagogical beliefs.

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Section: Lessons Learned From Instructional Design Researchmentioning

confidence: 97%

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge‐in‐pieces

Kali

Goodyear

Markauskaitė

2011

Learning, Media and Technology

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“…Mapping refers to the process of establishing connections or linkages among the affordances of a tool, content, and pedagogy in relation to learners' content-related difficulties. TM is a dynamic, situated and personal design process because teachers' instructional design decisions are guided by a body of knowledge that is highly situated in the context of their real classroom experiences [6,7,14,15,16,21,22,35].…”

Section: Technology Mapping: An Approach For Developing Tpckmentioning

confidence: 99%

Teaching computer science in secondary education

Ioannou

Angeli

2013

Proceedings of the 8th Workshop in Primary and Secondary Computing Education

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In the study herein, Technological Pedagogical Content Knowledge (TPCK), a framework that extends the conceptualization of Pedagogical Content Knowledge, was adopted in order to teach three computer science concepts, namely, "Data," "Processing," and "Information". Technology Mapping, a method proposed in the literature for developing TPCK, was used for rethinking the instructional design of the unit "Data-Processing-Information", so that Excel could be adequately utilized for teaching it. In particular, the technical affordances of Excel were used in a powerful pedagogical way in order to eliminate learners' existing misconceptions about the three concepts. Twelve eighth graders, five girls and seven boys, participated in the study. Students had basic computing skills, but no prior knowledge about how to use Excel. The classroom teacher chose to use Excel, because it is a tool that enables quick data entry, real-time data processing, as well as immediate visualization of the outcomes. The duration of the lesson was 45 minutes. According to the results, the framework of TPCK and the Technology Mapping approach proved to be effective for teaching the three concepts and for correcting students' related misconceptions.

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“…Even though it is widely believed that instructional-planning skills are critical for instructional effectiveness in the classroom, there is no strong evidence that teachers (or even superior teachers) actually use these processes (Martin, 1990;Young, Reiser, & Dick, 1998). Research evidence suggests that teachers typically do not follow procedures acquired in preservice teacher education programs (Kagan & Tippins, 1992;Reynolds, 1993).…”

Section: This Study Investigated the Impact Of A Self-regulatory Toolmentioning

confidence: 99%

The impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning

Kitsantas

Baylor

2001

ETR&D

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Dosuperior teachers employ systematic instructional planning procedures? A descriptive study

Cited by 20 publications

References 12 publications

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge‐in‐pieces

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge‐in‐pieces

Teaching computer science in secondary education

The impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning

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