To design or to integrate? Instructional design versus technology integration in developing learning interventions
- PDF / 1,606,319 Bytes
- 32 Pages / 439.37 x 666.142 pts Page_size
- 11 Downloads / 182 Views
To design or to integrate? Instructional design versus technology integration in developing learning interventions Ugur Kale1 · Jiangmei Yuan2 · Abhik Roy3
© Association for Educational Communications and Technology 2020
Abstract Instructional Design Knowledge (IDK) can inform technology integration decisions and Technology Pedagogy and Content Knowledge (TPACK) can help instructional design processes. As a means to understand how teachers may draw from their TPACK and IDK as they design instructions and develop technology-enhanced learning activities, we examined the final projects of two groups of teachers enrolled in graduate-level instructional design and technology courses. By using both content and social network analysis methods, we identified the IDK and TPACK components exemplified in teachers’ projects. While the content analysis revealed differences between the two groups, some findings were common across the courses such as teachers minimally connecting technology to their content areas, exhibiting limited knowledge on learning needs, and having difficulties in engaging in design thinking processes. Furthermore, the social network analysis identified various communities of the knowledge components, highlighting when teachers tended to use their IDK and TPACK as they planned technology-enhanced learning activities and were engaged in instructional design respectively. Keywords Instructional design · Technology integration · Content analysis · Social network analysis
Introduction Given the increased demand of technological skills in contemporary society (Kale et al. 2018) and the positive impact of technologies on learning (Hegedus et al. 2015; Hew and Brush 2007; Hew and Cheung 2010), knowing how to use them meaningfully in instruction * Ugur Kale [email protected] 1
Learning Sciences and Human Development Department, West Virginia University, 504‑N Allen Hall, PO Box 6122, Morgantown, WV 26505, USA
2
Learning Sciences and Human Development Department, West Virginia University, 507‑B Allen Hall, PO Box 6122, Morgantown, WV 26505, USA
3
Learning Sciences and Human Development Department, West Virginia University, 504‑O Allen Hall, PO Box 6122, Morgantown, WV 26505, USA
13
Vol.:(0123456789)
U. Kale et al.
can be considered an essential component of effective teaching. While frameworks such as TPACK (Mishra and Koehler 2006) can guide technology integration, the multifaceted aspects of teaching also require decisions in the midst of instruction (Sherin and Van Es 2005). Teachers need to be good problem solvers in order to make such decisions when they encounter ill-defined issues during teaching (Kale and Whitehouse 2012). As a means to deal with real world problems, design thinking can be a useful approach for teachers (Henriksen and Richardson 2017). Such an assertion is also supported by research, which indicates the positive impact of design thinking on technology integration such as the development of positive perception on technologies and the creation of learner-centered acti
Data Loading...
