Teachers as Design-Researchers of Technology-Enhanced Learning
O. Sagy, and Y. Kali. Proceedings of the 9th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, (2014)
Abstract
In this study we describe our Teachers as Design-Researchers approach for in-service teacher learning and professional development. Based on this approach we designed a series of three semester-long courses in order to support teachers in the process of (a) developing a technology-enhanced learning environment, (b) enacting it with learners, and (c) exploring its impact in various contexts. We studied the relevancy that teachers attributed to "design" and "design-research" with regard to their professional practice.
Findings indicate that as teachers' progressed through the three courses a dramatic increase was found, with "design-research" evolving into a major construct in their professional identity.
%0 Conference Paper
%1 sagyteachers
%A Sagy, Ornit
%A Kali, Yael
%B Proceedings of the 9th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era
%D 2014
%K dbr design designers edneuro handsonMOOC handsonpilot2 researchers teacher teachers technology training
%T Teachers as Design-Researchers of Technology-Enhanced Learning
%U http://www.openu.ac.il/innovation/chais2014/download/D2-3.pdf
%X In this study we describe our Teachers as Design-Researchers approach for in-service teacher learning and professional development. Based on this approach we designed a series of three semester-long courses in order to support teachers in the process of (a) developing a technology-enhanced learning environment, (b) enacting it with learners, and (c) exploring its impact in various contexts. We studied the relevancy that teachers attributed to "design" and "design-research" with regard to their professional practice.
Findings indicate that as teachers' progressed through the three courses a dramatic increase was found, with "design-research" evolving into a major construct in their professional identity.
@inproceedings{sagyteachers,
abstract = {In this study we describe our Teachers as Design-Researchers approach for in-service teacher learning and professional development. Based on this approach we designed a series of three semester-long courses in order to support teachers in the process of (a) developing a technology-enhanced learning environment, (b) enacting it with learners, and (c) exploring its impact in various contexts. We studied the relevancy that teachers attributed to "design" and "design-research" with regard to their professional practice.
Findings indicate that as teachers' progressed through the three courses a dramatic increase was found, with "design-research" evolving into a major construct in their professional identity. },
added-at = {2014-02-12T17:26:56.000+0100},
author = {Sagy, Ornit and Kali, Yael},
biburl = {https://www.bibsonomy.org/bibtex/26041cc4abb210659e9d8c57f31155f87/yish},
booktitle = {Proceedings of the 9th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era },
interhash = {95ad3ada99242ce6875b560b8c7c1170},
intrahash = {6041cc4abb210659e9d8c57f31155f87},
keywords = {dbr design designers edneuro handsonMOOC handsonpilot2 researchers teacher teachers technology training},
timestamp = {2016-05-27T11:03:35.000+0200},
title = {Teachers as Design-Researchers of Technology-Enhanced Learning},
url = {http://www.openu.ac.il/innovation/chais2014/download/D2-3.pdf},
year = 2014
}