Using technology to develop teachers as designers of TEL: Evaluating the learning designer

Laurillard, Diana; Kennedy, Eileen; Charlton, Patricia; Wild, Joanna; Dimakopoulos, Dionisios

doi:10.1111/bjet.12697

Cited by 85 publications

(79 citation statements)

References 26 publications

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“…Issues of educator professional development with technology has been a particularly recurring theme across the past five decades, with institutions at all levels struggling to find the resources to release educators, or to implement sufficient preservice teacher education with technology, despite a change in government policy during the 1990s in some countries to increase time in schools, thereby increasing exposure to technology in practice. Large‐scale professional development opportunities could be one solution to assist in easing the burden on institutions (eg, Laurillard et al , ), as well as ongoing communities of practice (eg, Cochrane, ). However, this may not be an option available to all educators, or to all parts of the world.…”

Section: Conclusion Recommendations and Future Researchmentioning

confidence: 99%

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Bond¹,

Zawacki‐Richter²,

Nichols³

2018

Brit J Educational Tech

147

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Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A textmining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET's rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in-service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co-authorship and collaborative research. © 2018 British Educational Research AssociationRevisiting five decades of educational technology research 13Approaching this important milestone prompted the editorial team and the authors of this paper to consider the contribution that BJET has made to the field, but also to question the identity of the journal and in particular to ponder how "British" the British Journal of Educational Technology actually is. In a recent editorial (Hennessy, Girvan, Mavrikis, Price, & Winters, 2018), the editors Practitioner NotesWhat is already known about this topic• The British Journal of Educational Technology (BJET) is one of the most established and prestigious in the field, with its 50th anniversary this year. • An increasing number of bibliometric and content analyses of educational technology journals are being published, in order to gain an understanding of the history and development of the field, but research gaps exist in understanding author country of origin, gender and (academic) position. • The topics 'online learning' and 'learning environments' became widely published topics in BJET after 2008.posited that "BJET remains remarkably international despite its name" (p. 3), with UK contributions totalling 16% of articles in 2017, and the rest hailing from 19 different countries. Upon clos...

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Section: Conclusion Recommendations and Future Researchmentioning

confidence: 99%

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Bond¹,

Zawacki‐Richter²,

Nichols³

2018

Brit J Educational Tech

147

View full text Add to dashboard Cite

show abstract

“…There are various kinds of frameworks for the representation of teaching and learning activities (for an overview, see Dalziel et al ., ). The Learning Designer is an example of a free online tool that support teachers’ construction of learning designs as well as sharing of the designs (Laurillard et al , ).…”

Section: Introductionmentioning

confidence: 99%

An analysis of digital competence as expressed in design patterns for technology use in teaching

Rolf¹,

Knutsson²,

Ramberg³

2019

Brit J Educational Tech

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Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching.

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“…Considered here are the following tools: Lesson Planning System (LPS, [43]), Support for Teachers Enhancing Performance in Schools (STEPS, [44]), Instructional Planning Assistant System (IPAS, [45]), TaskStream (TS, [46]), Eduwiki (EW, [26]), Inquiry in Motion Dynamic Lesson Planning Tool (IIM, [47]), Smart Lesson Planning System (SLP, [19]), Learning Activity Management System (LAMS, [48,49]), Phoebe Pedagogic Planner (Ph., [50]), and The Learning Designer (LDSE, [51]) as well as the newer web-based version (LDw, [52]).…”

Section: Existing Lesson Planning Toolsmentioning

confidence: 99%

PLATON: Developing a Graphical Lesson Planning System for Prospective Teachers

Strickroth

2019

Education Sciences

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Lesson planning is both an important and demanding task—especially as part of teacher training. This paper presents the requirements for a lesson planning system and evaluates existing systems regarding these requirements. One major drawback of existing software tools is that most are limited to a text- or form-based representation of the lesson designs. In this article, a new approach with a graphical, time-based representation with (automatic) analyses methods is proposed and the system architecture and domain model are described in detail. The approach is implemented in an interactive, web-based prototype called PLATON, which additionally supports the management of lessons in units as well as the modelling of teacher and student-generated resources. The prototype was evaluated in a study with 61 prospective teachers (bachelor’s and master’s preservice teachers as well as teacher trainees in post-university teacher training) in Berlin, Germany, with a focus on usability. The results show that this approach proofed usable for lesson planning and offers positive effects for the perception of time and self-reflection.

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Using technology to develop teachers as designers of TEL: Evaluating the learning designer

Cited by 85 publications

References 26 publications

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

An analysis of digital competence as expressed in design patterns for technology use in teaching

PLATON: Developing a Graphical Lesson Planning System for Prospective Teachers

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