Design for Learning--Involving Teachers in Digital Didactic Design (D[superscript 3])

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Autor/inn/en	Nilsson, Pernilla; Lund, Jesper
Titel	Design for Learning--Involving Teachers in Digital Didactic Design (D[superscript 3])
Quelle	In: Interactive Technology and Smart Education, 20 (2023) 1, S.142-159 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-08-2021-0143
Schlagwörter	Instructional Design; Teaching Methods; Learning Processes; Technological Literacy; Pedagogical Content Knowledge; Teacher Attitudes; Information Technology; Science Teachers; Elementary School Students; Decision Making; Teacher Workshops; Collegiality; Faculty Development; Learning Experience; Guidelines; Science Instruction; Student Needs; Technology Integration; Computer Software + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Technisches Wissen; Pädagogische Kompetenz; Lehrerverhalten; Informationstechnologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Kollegialität; Lernerfahrung; Richtlinien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Purpose: This study aims to investigate how primary teachers, when taking part in digital didactic design (D[superscript 3]) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D[superscript 3] can be used to develop primary teachers' knowledge about teaching science with digital technologies. Design/methodology/approach: During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D[superscript 3] workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning. Findings: The results indicate that D[superscript 3] has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students' learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK. Research limitations/implications: This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students' science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching. Practical implications: As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers' professional knowledge of practice. As such, an implication is that digital applications are not made "for" teachers but instead "with" and "by" teachers. Social implications: The society puts high demands om teachers' knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers' own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools. Originality/value: Across the field of science education, knowledge about the relation between teachers' use of digital technology and how it might (or might not) promote students' learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers' experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01