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Innovative Course Design as Action Research: Instructional Technology for Teacher Education
PROCEEDINGS

, , Nanyang Technological University, Singapore

AACE Award

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports on an innovative approach adopted in the training of tertiary
education teachers in instructional technology. An integrated approach was adopted to
increase the motivation of teachers to use Information and Communication Technologies
(ICTs) in their teaching-learning practices. The researchers describe their 'action research'
efforts to design a course where participants learn and apply new ICT skills in a context of
becoming 'designers' themselves of online learning resources. The notion of 'course design as
action research' provided a focus for a flexibly structured course relevant to students needs and
responsive to ongoing feedback in terms of a more proactive reflective practice. The paper
argues that in the fast changing Internet age all teachers need to go beyond traditional
approaches if they are to use ICTs well in their educational practices.

Citation

Bhattacharya, M. & Richards, C. (2001). Innovative Course Design as Action Research: Instructional Technology for Teacher Education. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1052-1057). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

Keywords

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Cited By

  1. Integrated Approach to Learning Environment Design for Secondary Science Teachers

    Madhumita Bhattacharya & Lone Jorgensen, Massey University, New Zealand

    Journal of Interactive Learning Research Vol. 18, No. 1 (January 2007) pp. 123–133

  2. Curriculum Development is a Process of Action and Reflection

    Madhumita Bhattacharya, Massey University, New Zealand; Toomas Tenno, University of Tartu, Estonia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 390–393

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