Teaching as design: Implications for learning to teach with technology
PROCEEDINGS
Raven Wallace, Punya Mishra, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Teachers, particularly those working with technology, have to deal with the issue of design. However, it is often hard to describe what design means. This paper offers an analytic framework for better understanding the process of design and comparing it to the kinds of activities that are involved in teaching. We do this by looking at case studies of design as instantiated in a Master's seminar in Educational Technology. Participants in this class were expected not only to learn interactive web-based technology but also to generate abstract knowledge (about designing educational technology) through working on authentic design projects. In this paper we look closely at the design process and compare it to the process of teaching. Our analysis is guided by prior work on the analysis of design conducted by Mishra et. al. (1999). We believe that a better understanding of design can enrich our understanding of both teaching and technology taken individually, as well as offer us new ways of teaching with and about technology.
Citation
Wallace, R. & Mishra, P. (2002). Teaching as design: Implications for learning to teach with technology. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 2506-2510). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/17731/.
Keywords
References
View References & Citations Map- Becker, H.J. (1996). How much will a truly empowering technology-rich education cost? In R. Kling (Ed.), Computerization and controversy: Value conflicts and social choices (pp. 190-196). SanDiego, CA: Academic Press.
- Dasgupta, S. (1996). Technology and creativity. Oxford University Press: New York.
- Gelernter, D.H. (1999). Machine beauty: Elegance at the heart of technology. New York: Basic Books.
- Lampert, M. (2001). Teaching problems: A study of practice from inside the classroom. New Haven, CT: Yale University Press.
- Leinhardt, G. (1994). On Teaching. In R. Glaser (Ed.), Advances in Instructional Psychology (Vol. 4). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Mishra, P., Zhao, Y., Tan, S. (1999). From Concept to Software: Developing a Framework for Understanding the Process of Software Design. Journal of Research on Computing in Education. 32, 2. P. 220-238
- Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
- Schon, D. (1987). Educating the Reflective Practitioner. San Francisco: Josey Bass.
- Smith, G.C. & Tabor, P. (1996). The role of the artist-designer. In T. Winograd, J. Bennett, L. De Young, B. Hartfield, (Eds.), Bringing design to software. (pp. 37-57). New York: Addison-Wesley Publishing Company.
- Winograd, T., Bennett, J., De Young, L., Hartfield, B. (1996). Bringing design to software. Addison-Wesley Publishing Company: New York.
- Winograd, T. & Flores, F. (1986). Understanding computers and cognition: A new foundation for design. AddisonWesley Publishing Company. New York.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References