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Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework
ARTICLE

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TTEAIJRS Volume 28, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.

Citation

Chien, Y.T., Chang, C.Y., Yeh, T.K. & Chang, K.E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education: An International Journal of Research and Studies, 28(4), 578-588. Elsevier Ltd. Retrieved April 26, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2011.12.005

Keywords

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Cited By

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  2. Exploring Changes in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and TPACK of Pre-service, Special Education Teachers Taking Technology-based Pedagogical Course

    Aleksandra Kaplon-Schilis, CUNY, The Graduate Center, United States; Irina Lyublinskaya, CUNY, College of Staten Island, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3296–3303

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