Applying a Conceptual Design Framework to Study Teachers' Use of Educational Technology

Autor/in	Holmberg, Jörgen
Titel	Applying a Conceptual Design Framework to Study Teachers' Use of Educational Technology
Quelle	In: Education and Information Technologies, 22 (2017) 5, S.2333-2349 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmberg, Jörgen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-016-9536-3
Schlagwörter	Technology Uses in Education; Information Technology; Educational Technology; Models; Teacher Student Relationship; English (Second Language); Second Language Learning; Foreign Countries; Design; Interviews; Secondary School Teachers; Teacher Attitudes; Sweden + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationstechnologie; Unterrichtsmedien; Analogiemodell; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Interviewing; Interviewtechnik; Lehrerverhalten; Schweden
Abstract	Theoretical outcomes of design-based research (DBR) are often presented in the form of local theory design principles. This article suggests a complementary theoretical construction in DBR, in the form of a "design framework" at a higher abstract level, to study and inform educational design with ICT in different situated contexts. Laurillard's Conversational Framework (CF) is used as a conceptual lens to analyse how eight teachers use or envisage using technology to support learning in one-to-one environments. The findings demonstrate how the researcher uses the CF to discern different aspects of the teachers' situated design practices. In the study, ICT is primarily used to support communication and the exchange of knowledge representations between the teachers and their students. Considerably fewer examples are found where ICT is used to support communication, collaborative creation and modelling between peers. However, the interview analyses reveal that the teachers' intentions to apply ICT to support learning often include this second type of ICT use. Reasons for this discrepancy between the expressed intentions and de facto use of ICT include limitations in technical know-how and a perceived conflict between collaborative learning, existing school cultures and individual assessment. The findings suggest that in DBR, an analytical design framework could be an important tool for researchers and teachers when analysing and discussing educational uses of ICT. The CF provides a promising basis for a design framework, but should be expanded to include interactions with actors outside the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01