Design Principles for Language Sensitive Technology Lessons in Teacher Education

Autor/inn/en	van Dijk, Gerald; Hajer, Maaike; Kuiper, Wilmad; Eijkelhof, Harrie
Titel	Design Principles for Language Sensitive Technology Lessons in Teacher Education
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 2, S.971-986 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Dijk, Gerald) ORCID (Hajer, Maaike) ORCID (Kuiper, Wilmad) ORCID (Eijkelhof, Harrie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09622-w
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Instructional Design; Language Proficiency; Electronics; Writing Skills; Writing Instruction; Engineering; Curriculum Design; Academic Language; Writing Processes; Language Usage + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Language skill; Language skills; Sprachkompetenz; Elektronik; Writing skill; Schreibfertigkeit; Schreibunterricht; Maschinenbau; Lehrplangestaltung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachgebrauch
Abstract	Using language adequately within technology tasks is part of technological literacy. However, this can be challenging for students, and a teacher may need to help students to master aspects of domain specific language that matter for the task at hand. In this study, a curricular design was developed through a series of trials, with the aim to arrive at general principles for a pedagogy that helps students to write about an engineering (electronics) design. The curricular design was theoretically anchored in 'genre pedagogy'. The interventions were carried out by one experienced teacher in one course, during three consecutive cycles of trialling and improving the curricular design. The resulting design principles for teaching to write about (engineering) design are concerned with: a relevant, complete and feasible focus on language; scaffolding the writing process; procedures for teacher support. For each of these, specifications are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01