Journal Article•
Designed-Based Research and Technology Enhanced Learning Environments
TL;DR: In this paper, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs) and discuss future challenges of using this methodology.
Abstract: During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology. (http://www.springerlink.com/content/a582109091287128/)
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TL;DR: In this paper, the authors explored how these K-7 educators perceived an impact to their classroom practices when introduced to a new suite of assessment tools, and they reported the importance and challenges of visualizing and capturing individual, small group, or whole class formative learning artifacts in their classrooms.
Abstract: The overarching questions guiding this interprofessional design-based research study are: (1) How might a suite of assessment tools help K-7 educators visualize learning in their classrooms and (2) How might these visualization approaches inform K-7 educators’ changes in classroom assessment? Recognized by their administrators as having previously introduced twenty-first century learning and teaching into their classrooms, seven primary educators (grades K-3) and two intermediate educators (grades 4-7) volunteered to participate in this study. Across three data collections, researchers explored how these K-7 educators perceived an impact to their classroom practices when introduced to a new suite of assessment tools. All K-7 educators reported the importance and challenges of visualizing and capturing individual, small group, or whole-class formative learning artifacts in their classrooms. They reported the following characteristics were important: interactive, personalized, collaborative, creative, and i...
8 citations
TL;DR: Early childhood and elementary preservice teachers often fear mathematics, find it irrelevant, have mathematics anxiety, hold negative self-perceptions, and have low mathematics achievement as mentioned in this paper, and have poor mathematics achievement.
Abstract: Early childhood and elementary preservice teachers often fear mathematics, find it irrelevant, have mathematics anxiety, hold negative self-perceptions, and have low mathematics achievement...
8 citations
Dissertation•
01 Jan 2018
TL;DR: In this paper, the authors proposed a model for the development of teachers' digital skills (in a quest for "Digital Proficiency", which was applied to teachers from all Professional Schools in Portugal (N=7293).
Abstract: Almost in third decade of the 21 century, with so many affordable or free technologies available, most teachers still don’t use digital technologies in their scholar activities. That was the focus of this entire research. The problem and the questions we aimed to answer with the present research are related to the variables that revealed the strongest predictive weight in the most credible scientific models that try to understand the technology acceptance by teachers. To answer those questions, we carried on two separate studies: i) A first study, with a methodology similar to a “survey research” where we propose a new development in the Technology Acceptance Models; ii) A second study, with a methodology close to “design-based research”, which proposes a model for the development of teachers' digital skills (in a quest for "Digital Proficiency”). The present research may be included in the scientific domain of technology acceptance and adoption theories and methodologies and the most credible scientific models look to identify the factors that foster the use of ICT in education (TRA, TPB, TAM, UTAUT). However, the variable “ICT skills” is not present in any of these models... Is that a neglectable factor? We believe that “ICT skills” is far from neglectable and we tried to develop a model that integrates this dimension, along with some other factors already present in the models from the available literature. In the first study (the we have called “A new development in the Technology Acceptance Models”) we searched the literature for the instruments already validated for the Portuguese reality, and we developed a new instrument, built over the reunion of 4 questionnaires, that was applied to teachers from all Professional Schools in Portugal (N=7293) and we received 444 complete answers, from 67 different professional schools. iv Strategies for teachers’ professional development: Fostering ICT proficient use We have named the model that emerged from this process, developed using the Structural Equation Modelling technique, “ISTTU model” (ICT Skills Towards Technology Use). We discovered that “ICT Skills” have a strong influence over “ICT Intention to Use” (the strongest predictor of “ICT use”). The structural model revealed that ICT knowledge” was the factor that revealed the strongest effect (β=.63; p<.001) over the “Intention to use ICT”. The trajectory “Learning through ICT” → “Intention to use ICT” was not significant (β=.10; p=.037). Nevertheless, this model explained 45% of the variance, which means that other variables explain the remaining 55% and further field experience research is necessary to identify the other variables that may increase the variance explained by the ISTTU model: Effort Expectancy, Computer Anxiety, Perceived Usefulness, and Perceived Ease-of-Use. We believe, however, that first we need to provide teachers with adequate training, if we want them to be more willing to use the digital technologies in pedagogical contexts. The question is: how may we help them to develop these skills? Given the results and the conclusions of the first study, some questions have emerged: 1) Are online models suited to acquire digital skills? 2) Is online education (where digital skills are required) adequate to acquire “digital skills”? 3) Are online courses adequate to empower teachers to overcome their barriers to the use of digital technologies? 4) Will the use of Virtual Learning Environments (VLE) increase the will to use digital technologies in the classroom? The second study (“A quest for "Digital Proficiency”) was developed to look for the answers to the questions that emerged from the first study, trying to mitigate (or eliminate) the barriers to the usage of digital technologies and empower the “average teacher” to proficiently use the common productivity applications and produce and share their own digital educational resources. Strategies for teachers’ professional development: Fostering ICT proficient use v For the second study, we have chosen a more pragmatic approach and we developed: a) online courses that aimed to provide teachers with the skills to proficiently use some of the productivity Office programs (Excel, Word, PowerPoint) and resource production software (image editing, audio recording and editing, video recording); b) face-to-face workshops that targeted the same goals, but in a warmer and more informal environment, where fellow teachers and trainers (himself a teacher) were present and all doubts and questions could be immediately answered. From the results of both studies, we discovered that teachers are able and willing to shift from “technophobic” to “consumers” and from “consumers” to “producers”, as long as we provide them with the adequate scaffolded training. We also concluded that: i) “ICT skills” is a non-neglectable predictor of “Intention to use ICT”; ii) The online models are not suited when ICT skills are the subject to learn; iii) A series of workshops is much more profitable in the first stage to overcome barriers and anxiety. After these workshops, online courses may be suited to learn specific technologies; iv) There are no significant gender differences regarding the use of digital technologies; v) Considering the “Teaching Area”, teachers from the technical areas are more predisposed to use digital technologies, but the good response from those of “social and cultural” areas when compared with the “scientific” area teachers was surprisingly positive; vi) The use of Virtual Learning Environments do increase the use of Digital Technologies, indeed. After this research we have proved to be possible to change the landscape of “ICT use” in a microscale. The question now is: “will it be possible for this model to disseminate, and how much time will it take to reach a widespread use of Digital Technologies in todays’ schools”?
8 citations
01 Jan 2015
TL;DR: EagleEye as discussed by the authors is a global positioning system (GPS)-supported integrated educational system for empowering teachers and students respectively to facilitate and pursue context-aware outdoor exploratory learning in Geography field trip activities.
Abstract: EagleEye is a global positioning system (GPS)-supported integrated educational system for empowering teachers and students respectively to facilitate and pursue context-aware outdoor exploratory learning in Geography field trip activities. We conducted a quantitative study (complemented with qualitative methods) to investigate 98 teachers’ pedagogical perceptions of EagleEye and collect their feedback on its user-friendliness. Results showed that the teachers had positive perceptions towards this educational innovation, in terms of student-centredness, motivation, scaffolding, and user-friendliness; however, they had reservation about if EagleEye could better promote collaboration among students during a field trip activity. The findings shed light on our future work on implementing EagleEye in real teaching practice and provide insights for those who are engaging in developing, adopting, or appropriating mobile technologies to support learning and teaching.
8 citations
01 Jan 2014
TL;DR: In this paper, the authors discuss the need in instructional technology to understand design within the context of complex real-world human activities and propose cultural historical activity theory (CHAT) as a theoretical framework that can provide a method for uncovering the complexities involved in realworld design.
Abstract: In this chapter, I discuss the need in instructional technology to understand design within the context of complex real-world human activities. I propose cultural historical activity theory (CHAT) as a theoretical framework that can provide a method for uncovering the complexities involved in real-world design. In this discussion I share my personal design experience at a Global Communications Company and provide a sample case and its analysis about one family’s experience building a Passive Home in the United States.
8 citations
References
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Book•
01 Jan 2002
TL;DR: In this paper, conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.
Abstract: This book explains clearly conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, Complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.
13,768 citations
Book•
01 Jan 1990
TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.
Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change
10,256 citations
TL;DR: The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms, and central to the enterprise is that the classroom must function smoothly as a learning environment before the authors can study anything other than the myriad possible ways that things can go wrong.
Abstract: (1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178
3,738 citations
Book•
01 Jan 1990
TL;DR: Whyte as discussed by the authors discusses the role of the social scientist in participatory action research in agricultural research and development in the context of agricultural data collection and data sharing in the field of agricultural research.
Abstract: Introduction - William Foote Whyte PAR IN INDUSTRY Participatory Action Research - William Foote Whyte, Davydd J Greenwood and Peter Lazes Through Practice to Science in Social Research Participatory Action Research - Larry A Pace and Dominick R Argona A View from Xerox Participatory Action Research - Anthony J Constanza A View from ACTWU Participatory Action Research - Jose Luis Gonzalez Santos A View from FAGOR Participatory Action Research and Action Science Compared - Chris Argyris and Donald Schon A Commentary Comparing PAR and Action Science - William Foote Whyte Research, Action and Participation - Richard E Walton and Michael Gaffney The Merchant Shipping Case Co-Generative Learning - Max Elden and Morton Levin Bringing Participation into Action Research Action Research as Method - Jan Irgen Karlsen Reflections from a Program for Developing Methods and Competence Participant Observer Research - Robert E Cole An Activist Role PAR IN AGRICULTURE Participatory Strategies in Agricultural Research and Development - William Foote Whyte A Joint Venture in Technology Transfer to Increase Adoption Rates - Ramiro Ortiz Participatory Action Research in Togo - Richard Maclure and Michael Bassey An Inquiry into Maize Storage Systems The Role of the Social Scientist in Participatory Action research - Sergio Ruano Social Scientists in International Agriculture Resarch - Douglas E Horton Ensuring Relevance and Conributing to the Knowledge Base Conclusions - William Foote Whyte
3,617 citations
TL;DR: Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.
Abstract: In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.
3,121 citations