Applying Design-Based Research to Improve Case-Based Learning in Technology Integration Coursework

• In Event: Questions and Solutions to Issues With Validating and Improving Instructional Theory and Practice in Design-Based Research

Abstract

Purpose
This paper focuses on two questions (vexations). First, how can educational technology courses make an impact on preservice teachers’ future practices, specifically using case-based learning? Second, how can we move an instructional intervention beyond the maturing stage and improve our current DBR methods? This paper documents the successes and struggles with DBR in a preservice teacher context similar to many other programs.

Theoretical framework
Teachers need to find proposed teaching practices as meaningful and relevant (Ertmer & Ottenbreit-Leftwich, 2010), specifically focusing on technology within specific content areas and/or grade levels. Successful programs typically have teachers design learning activities while being introduced to technology (e.g., Koehler, Mishra, & Yahya, 2007). Educational technology experiences, then, should emphasize learning content-specific uses of technology.

Modes of inquiry

One way to provide authentic experiences for preservice teachers is case-based learning (Andrews, 2002). Andrews found that web-enhanced cases enhanced preservice teachers’ pedagogical thinking. Real-life cases can provide much needed experiences for students to problem solve like expert teachers (Jonassen & Hernandez-Serrano, 2002).

Cases addressed the problem of the wide range of majors and need for authentic experiences. Each case described an educational technology need within a given major. A scaffolded template was provided to support case analyses. After analyzing cases, students planned lessons that addressed the case issues.

Data sources and materials
Each year, the intervention goes through a new iteration and is revised according to the following:
• Course instructors’ weekly meeting notes
• End-of-semester course evaluations
• Rubric scores for all students’ case analyses

Results
First iteration
• Students struggled with identifying case constraints
o Template revised to require students to consider different constraints
• Several cases lacked abundant online resources
o Cases revised to create more “searchable” standards
Second iteration
• Students asked for real-world feedback
o Teachers were included in case development and use
• Students struggled with aligning potential technology to specific learning goals
o Additional instructional time both in and out of class
Third iteration
• Students noted a lack of relevance
o Students were paired up with practicing teachers to create new cases

Conference
The full paper will detail the solutions generated at the DBR conference in Fall 2013 to our ongoing questions and issues.

Significance
Many teacher education programs encounter similar constraints when developing educational technology courses for teachers. Case-based learning is one method that may increase the relevance and transfer of educational technology practices.

References
Andrews, L. (2002). Preparing general education pre-service teachers for inclusion: Web-enhanced case-based instruction. Journal of Special Education Technology, 17(3), 27-35.

Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284

Jonassen, D., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology Research and Development, 50(2), 65-77.

Koehler, M., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers and Education, 49(3), 740-762.

Author

• Anne Todd Ottenbreit-Leftwich, Indiana University