Summary
As most teachers know,
it is very demanding to integrate technology into teaching. Since
technology companies want teachers to use their products, they are asking for
teams of teachers to be volunteers to help design educational programs.
Through this study they researched teacher conversations and the in-depth
meaning to it. First, they discussed what teacher talk looked like,
noting that all conversations are not deep or thought provoking. When
creating a team of teacher designs (TDT) is was important for each individual
to be an expert in the common subject matter. From one sub-study they
found out that most teachers draw from their own experiences with designing
programs. Another sub-study found that content knowledge (CK) played a
significant role during designing programs. Moreover, another sub-study
found out knowing how and why both experiences and content knowledge play an
integral part in designing the program.
Reflection
The findings from the
studies seemed to be pretty basic and understandable. This article brought to light a perspective for
me that I never thought of, teachers going into design technology especially
for specific apps for them or other teachers to use. The studies did
illustrated that during collaboration it’s important for each person to be a
piece to the puzzle, asking tough questions and not automatically agreeing with
one right away.
Reference
McKenney, S., Boschman, F., Pieters, J., & Voogt, J. (2016).
Collaborative Design of Technology-Enhanced Learning: What can We Learn from
Teacher Talk?. Techtrends: Linking Research & Practice To
Improve Learning, 60(4), 385-391.
doi:10.1007/s11528-016-0078-8
No comments:
Post a Comment