Field-Testing a Conceptual Design Framework to Study Teachers' Intentions With and Use of Educational Technology

• In Event: Roundtable Session 10
  In Roundtable Session: Design and Assessment of Learning With Technology

Abstract

In this paper, design framework is suggested as a conceptual construct in DBR to analyze and inform teachers’ design thinking and practical interventions in different educational contexts. In the study, Laurillard’s Conversational Framework is proposed as a potential basis for such a design framework and used as a conceptual lens with which to analyze how teachers use or envision using technology to support learning in one-to-one environments. The findings are presented in relation to a) the use of the Conversational Framework as a conceptual research tool and a potential design framework and b) the participating teachers’ visions for and practical use of technology to support students’ learning.

Author

• Jörgen Holmberg, University of Gävle