Abstract
| Language | English |
|---|---|
| Pages | 1027-1043 |
| Number of pages | 17 |
| Journal | British Journal of Educational Technology |
| Volume | 49 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - Nov 2018 |
Fingerprint
Cite this
}
Novice teacher technology-enhanced learning design practices : the case of the silent pedagogy. / Nguyen, Giang N. H.; Bower, Matt.
In: British Journal of Educational Technology, Vol. 49, No. 6, 11.2018, p. 1027-1043.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Novice teacher technology-enhanced learning design practices
T2 - British Journal of Educational Technology
AU - Nguyen,Giang N. H.
AU - Bower,Matt
PY - 2018/11
Y1 - 2018/11
N2 - There is increasing social and political pressure to prepare teachers of the future with strong technology-enhanced learning design capabilities, yet little is known about how teachers in training actually go about technology-enhanced learning design processes. This study involved an in-depth analysis of three groups of three pre-service teachers as they completed a five-week collaborative technology-enhanced learning design project. Recordings of all in-class group discussions and out-of-class use of social media were analysed in order to understand the focus of the novice teachers' technology-enhanced learning design processes. Post-project interviews were also conducted to determine the reasons for the novice teachers' design approaches, and to better understand what constrained and supported their design efforts. A key finding of the study was that, despite the intentions of the pre-service teacher education program, participants rarely mentioned or thought about pedagogy during their collaborative design activities. In addition, tutor support, technological capabilities and group collaboration were identified as strongly influencing the technology-enhanced learning design process. The implications of the study are discussed in terms of furthering the capabilities of novice teachers as designers of TEL interventions.
AB - There is increasing social and political pressure to prepare teachers of the future with strong technology-enhanced learning design capabilities, yet little is known about how teachers in training actually go about technology-enhanced learning design processes. This study involved an in-depth analysis of three groups of three pre-service teachers as they completed a five-week collaborative technology-enhanced learning design project. Recordings of all in-class group discussions and out-of-class use of social media were analysed in order to understand the focus of the novice teachers' technology-enhanced learning design processes. Post-project interviews were also conducted to determine the reasons for the novice teachers' design approaches, and to better understand what constrained and supported their design efforts. A key finding of the study was that, despite the intentions of the pre-service teacher education program, participants rarely mentioned or thought about pedagogy during their collaborative design activities. In addition, tutor support, technological capabilities and group collaboration were identified as strongly influencing the technology-enhanced learning design process. The implications of the study are discussed in terms of furthering the capabilities of novice teachers as designers of TEL interventions.
KW - Learning design
KW - technology-enhanced learning
KW - pre-service teacher training
KW - teacher development
KW - collaborative design
UR - http://www.scopus.com/inward/record.url?scp=85053481899&partnerID=8YFLogxK
U2 - 10.1111/bjet.12681
DO - 10.1111/bjet.12681
M3 - Article
VL - 49
SP - 1027
EP - 1043
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
SN - 0007-1013
IS - 6
ER -