Teachers, technology and design

Journal of Computing in Teacher Education, 2005

Although there has been much debate about what teachers need to know about technology, less attention has been paid to how they are supposed to learn it. Teacher preparation programs need to go beyond merely training teachers in how to use specific software and hardware tools, and instead focus on developing an understanding of the complex set of interrelationships between artifacts, users, tools, and practices. In this paper, we introduce and advocate a Learning By Design approach that can help teachers develop a flexible and situated understanding of technology. In this approach, inservice teachers work collaboratively in small groups to develop technological solutions to authentic pedagogical problems. We introduce the Learning by Design strategy and provide examples of its use in three different courses. We summarize what teachers learn in this approach, focusing on learning about technology, learning about design, and learning about learning.

2003

2 during the academic year. Only 7% of these teachers allowed students to use the computers to send e-mail as an instructional tool, and "even fewer involved the students in cross-classroom collaborative projects or in Web publishing" (p. 4). found that fewer then two out of ten teachers is a serious user of technology in the classroom. However, this is not because teachers are luddites or lack training. The "technology puzzle" according to Cuban is that, "of those same 10 American teachers, about seven have computers at home and use them to prepare lessons, communicate with colleagues and friends, search the Internet, and conduct personal business. In short, most teachers use computers at home more than at school."

Computers & Education, 2015

The need to improve the quality of higher education has fostered an interest in technology tools to support effective design for teaching and learning. Over the past decade this interest has led to the development of tools to support the creation of online learning experiences, specifications to underpin design systems, and repositories to share examples. Despite this significant activity, there remain unanswered questions about what shapes university teachers' design decisions and how tools can best support their design processes. This paper presents findings from a study of university teachers'; design practices that identified teachers' perceptions of student characteristics, their own beliefs and experiences, and contextual factors as key influences on design decisions. The findings extend our understanding of activities fundamental to higher education teaching and inform thinking about design support tools.

Handbook of Design in Educational Technology, 2014

2009

The work involved in designing good learning tasks is becoming more complex. This is partly because the changing needs of the knowledge society are placing greater demands on the ability of graduates to work with knowledge in more versatile ways. It also arises from the growing complexity of arrangements for learning: involving new and more fluid distributions of learning activity across time and space. Efforts are being made to improve the design resources available to teachers in higher education, yet little is known about how teachers actually engage in design work: what they think about, what experience and expertise they draw upon, what goes on when they create new learning tasks. This paper presents some outcomes of a small scale study of teacher thinking during educational design. It focuses on the teacher design thinking in the context of systems thinking and modelling course. In particular, it explores some ideas about the mental resources that need to be activated and comb...

Learning, Media and Technology, 2011

Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules. The courses were based on a teaching model developed in a design-based research methodology with four iterations. The model integrates the openness of a studio approach, with the structure of a well-known instructional systems-design process. It also takes advantage of experts’ design knowledge embedded in a database of design principles. Qualitative data was used to evaluate the affordances and challenges of progressive versions of the teaching model. A generalized model for teaching educational technology design was derived, in which the following constructs are intertwined: (a) structuring the design process (b) building on accessible repositories of expert design knowledge and (c) enabling dialogic learning.

Aunque el abordaje de una definición de Psicología Ambiental es tema ineludible en un capítulo de esta naturaleza, no es menos cierto que esta empresa encuentra, en la práctica, ciertas dificultades avaladas por varias constataciones que afectan al propio contenido de la definición.

El-Faqih : jurnal pemikiran dan hukum Islam, 2020

This article is the result of the literature research on the concept of maqasid al-shari> 'ah according to Abdullah ibn Bayyah, a Muslim thinker from Mauritania, Africa. The results concluded several things as follows. First, the decline of Islamic law according to the Bayyah Bin is caused by three factors, namely: failure in seeing social reality, superficiality in understanding the nature of Islamic law, as well as error methodology. Secondly, to answer the problem above Bin Bayyah put maqasid al-shari> 'ah as the spirit of jurisprudence. Any law that does not bring the maqasid to the body without the spirit. Secondly, the maqasid al-shari> 'ah should be placed in the framework of the Islamic law methodology, partnering with us} u> l al-fiqh. The task of maqasid al-shari> 'ah is as a guideline for the excavation of the law (istinba> t{), while the task of us} u> l al-fiqh is to digest (ind{ iba> t) maqasid al-shari> 'ah so as not to be legalized. The maqasid al-shari> 'ah approach, according to Bayyah Bin, also requires a middle position between the use of general evidence (Al-Kulliy) and special Evidence (Juz'iy), between text and context. In this way, maqasid al-shari> 'ah is expected to present a religious fatwa that is compatible with social reality and bring the benefit of the people.