Teachers as designers of technology enhanced learning

Abstract

Abstract:Research on factors affecting curriculum implementation has pointed to the importance of involving teachers, to varying degrees, in shaping the learning scenarios in their own classrooms. While the benefits of Teachers as Designers (TaD) are acknowledged in literature, far less is known about ways of shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design, how such activities may be supported, and how teacher involvement in design partnerships with researchers impacts the quality of the artefacts created, their implementation, and ultimately, student learning. This workshop speaks to that need by bringing together researchers and practitioners interested in further exploring various TaD aspects.

Do we need teachers as designers of technology enhanced learning?

“…Research in this area is important, but the TaD (of TEL) field is still young and needs to be more clearly placed in the broader ecology of education; that is, should not be compartmentalized as something different and fragmented in the field's approach to it. Therefore, with some amendments to the mapping of the TaD of TEL field, as described in the introduction by Kali & McKenney (2012), I close this commentary with suggestions for how TaD (of TEL) work (in the current special issue and in the future) could be positioned so that it matures. Figure 2 is an amended version of the introductory mapping.…”

“…It builds on the work of this special issue (represented by the triangle, which originally included 'TaD of Tel Knowledge', 'Motives for TaD of TEL', and 'Supporting TaD of TEL') but places it in the broader context of teacher professionalism (represented by the five core competencies Competences of professional teachers (=TaD) Fig. 2 Future directions for research and practice to support professional teaching (based on (Kali & McKenney 2012)). Note that connections between competencies of professionalism and TaD motives or supports should not be implied from the figure.…”

“…The premise underlying this critical view is that technology enhanced learning should not be seen as 'special' in comparison to other forms of learning in the teacher's arsenal. Both practicing professionals and institutions for teacher education must understand and embrace the role of design in professional competencies if technology enhanced learning is ever to be fully integrated into teaching and learning processes.Keywords Competencies Á Technology enhanced learning Á Teachers Á DesignThe stated purpose of this special issue is to contribute to the discussion of the teacher as a design professional and to ''provide[s] clear and timely considerations for those aiming to investigate and/or facilitate teachers as designers of technology enhanced learning'' (Kali & McKenney 2012). In line with this, I will try to make a critical yet constructive contribution to this discussion.…”

“…The stated purpose of this special issue is to contribute to the discussion of the teacher as a design professional and to ''provide[s] clear and timely considerations for those aiming to investigate and/or facilitate teachers as designers of technology enhanced learning'' (Kali & McKenney 2012). In line with this, I will try to make a critical yet constructive contribution to this discussion.…”

Design Principles for Promoting Intergroup Empathy in Online Environments

“…This framework explicates the various elements of classroom social structures that might influence the design. We assumed that involving teachers in the design of a learning environment for their students might help them adapt the program to their specific classrooms with particular learners; to increase ownership and commitment for implementation; and motivate them to engage in this practice (Kali, McKenney & Sagy, 2015). We also assumed that the engagement of teachers in designing their own learning materials would assist them in coping with instructions of new and complex content such as empathy between groups in conflict.…”