Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool

Autor/inn/en	Tekkumru-Kisa, Miray; Schunn, Christian
Titel	Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool
Quelle	In: Technology, Pedagogy and Education, 28 (2019) 2, S.133-155 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tekkumru-Kisa, Miray) ORCID (Schunn, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2019.1595707
Schlagwörter	Teacher Collaboration; Interaction; Secondary School Science; Curriculum Implementation; Computer Mediated Communication; Electronic Learning; Authentic Learning; Curriculum Development; Instructional Materials; Faculty Development; Web Sites; Teacher Attitudes; Communities of Practice; Science Teachers; Genetics; Biology; Achievement Gains; Curriculum Design; Usability; Intention; Computer Software Evaluation; Discussion + Suchen Sie Ihr Suchwort? Lehrerkooperation; Interaktion; Computerkonferenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Web-Design; Lehrerverhalten; Community; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Humangenetik; Biologie; Achievement gain; Leistungssteigerung; Lehrplangestaltung; Softwareanalyse; Diskussion
Abstract	Implementation of reform curricula requires teachers to adopt new approaches to teaching. Research has provided promising results about the influence of educative curriculum on teachers' learning and instruction. However, this approach generally focuses on teachers as isolated learners. Using a design-based research approach, the authors developed a web-based tool, iPlan, which provides access to educative curriculum materials in an online interactive learning platform. iPlan encourages social interaction among teachers, in particular their modifications and reflections on teaching with the curriculum materials. The authors describe design principles, assessing successful and unsuccessful aspects of the resulting platform through semi-structured interviews with teachers within the context of implementation of a high school biology curriculum. Analysis of the interviews revealed which structures of this online platform were used by the teachers, as well as why and how they were used. The study provides implications for designing educative and online systems for teacher learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01