Novice teacher technology‐enhanced learning design practices: The case of the silent pedagogy

Abstract

There is increasing social and political pressure to prepare teachers of the future with strong technology‐enhanced learning design capabilities, yet little is known about how teachers in training actually go about technology‐enhanced learning design processes. This study involved an in‐depth analysis of three groups of three pre‐service teachers as they completed a five‐week collaborative technology‐enhanced learning design project. Recordings of all in‐class group discussions and out‐of‐class use of social media were analysed in order to understand the focus of the novice teachers' technology‐enhanced learning design processes. Post‐project interviews were also conducted to determine the reasons for the novice teachers' design approaches, and to better understand what constrained and supported their design efforts. A key finding of the study was that, despite the intentions of the pre‐service teacher education program, participants rarely mentioned or thought about pedagogy during their collaborative design activities. In addition, tutor support, technological capabilities and group collaboration were identified as strongly influencing the technology‐enhanced learning design process. The implications of the study are discussed in terms of furthering the capabilities of novice teachers as designers of TEL interventions.

Award-winning faculty online teaching practices: Elements of award-winning courses

“…At the same time, they consider learner characteristics, institutional and departmental policies, available resources and materials, and curricular requirements. In addition, they design activities and lessons with considerations of time, rigor, student readiness, and distribution of workload (Bennett, Lockyer, & Agostinho, 2018;Markauskaite & Goodyear, 2014;Nguyen & Bower, 2018). Different decisions on course elements take time to assess depending on what needs to be created from scratch, modified, or reused from a previous iteration of the course.…”

Transforming Learning with Meaningful Technologies

“…There have been limited studies into the HE lecturers' LD-P regarding how they design for learning, what influences their decisions, and what supports they use [4,9]. The study described in [5] was the first step in understanding LD-P of HE lecturers.…”

“…This is attributed to the development of LD tools based on suppositions about Learning Design Practice (LD-P) rather than empirical evidence [4]. Despite previous work investigating how HE lecturers actually design for learning, such as [2,4,5,6,7,8,9], the issue of matching/mismatching of LD tools and HE lecturers' LD-P has not been studied in the LD field.…”

Challenging the Alignment of Learning Design Tools with HE Lecturers’ Learning Design Practice

“…Later, [8] and [4] focused on the factors that shape HE teachers' design decisions, with the work described in [8] focusing on the specific context of Australian HE teachers. The most recent study by [9] focused on how novice teachers go about technology-enhanced learning design processes.…”