Teacher Design Knowledge for Technology-Enhanced Learning: A Framework for Investigating Assets and Needs

• In Event: 60.028 - Teachers as Designers of Technology-Enhanced Learning

Abstract

Objectives
With the ultimate aim of supporting the work of teachers as designers of technology enhanced learning, this contribution synthesizes research on design from classical design fields, instructional design, and teachers’ design of materials and activities that are enriched with technology. These perspectives are brought together in a framework that can be used by researchers to study teacher design knowledge and work across varied projects. This synthesis also provides considerations for developers and facilitators of teacher professional development programs interested in supporting teacher-designers of technology-enhanced learning.

Perspectives
Despite the fact that teaching is increasingly referred to as a design science (Laurillard, 2012), teacher education programs devote relatively little time to developing expertise in the design of instruction, beyond lesson planning. Different approaches have been tried to support pre- and in-service teacher design learning. Past efforts, often stemming from the field of instructional design, had limited success (Hoogveld, et al, 2002 ), probably due to poor alignment with teachers’ intuitive design approaches (Boschman, McKenney & Voogt, in press). More recently, researchers have begun to develop ways to build on teacher expertise to support them in their design efforts. These studies have been drawing on diverse theoretical and methodological orientations, to include technical-rationalistic (e.g. van Merriënboer & Kirschner, 2012); realist (e.g. Cross, 2011); and phenomenological perspectives (e.g. Schön, 1983). Yet to date, little has been done to capitalize on what is already understood about teachers as designers nor to draw on the wealth of literature on designers and designing outside the field of education. By reviewing and synthesizing traditionally separated literatures, this unique contribution provides a framework to support the study of teacher design, as well as to guide development of support programs for teachers as designers.

Approach and data sources
Stempfle and Badke-Schaub (2002) identify three strains of research that focus on different aspects of design (normative, empirical and design-as-an-art). Building on this work and others, this contribution reviews and synthesizes literature related to the following three strands of research on design, respectively: technical-rational, realist and phenomenological. In each strand, attention is given to its nature in relation to: (a) design knowledge in general; (b) instructional design; and (c) teacher design of technology-enhanced learning.

Results
Based on the aforementioned synthesis, an ecological framework is articulated that helps conceptualize teacher knowledge for the design of technology-enhanced learning. The framework is derived from the stance that teachers design in service of teaching, rather than the view that they (should) strive to become and act as professional instructional designers. It gives heuristics, enrichment considerations and realistic understanding of design practices while attending to the following aspects of transferrable teacher design knowledge: know-what, know-why, know-how, know-when, and know-whom.

Significance
The ecological framework can be used to analyze the knowledge teachers appear to have and/or need to productively engage in their naturally occurring, highly varied, design tasks. This helps frame research, support and (cross-) project tracking. As such, it constitutes a modest yet important contribution to the advancement of teachers as designers of technology-enhanced learning.

Authors

• Susan McKenney, Universiteit Twente

• Yael Kali, University of Haifa

• Lina Markauskaite, The University of Sydney

• Joke Voogt, University of North Texas