You are here:

Bridging Theory and Practice through Educational Design Research: Two Cases of Technology-integration in Teacher Education
PROCEEDING

, University of Cincinnati, United States ; , University of Georgia, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this paper is twofold. We first present educational design research (EDR) as a viable approach to studying and introducing technological innovations to teacher education. We then offer two cases of EDR in teacher education that operationalize key qualities of EDR in practice. The first case is focused on improving science education using iPads to promote an inquiry-based approach to learning. The second is based on a technology-driven cognitive apprenticeship to support the clinical experience. Each case presents research results that report the impacts of technology on teacher learning and performance over multiple iterations. Implications for and the role of EDR in studies of technology in teacher education are discussed.

Citation

Schmidt, M. & Kopcha, T. (2016). Bridging Theory and Practice through Educational Design Research: Two Cases of Technology-integration in Teacher Education. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2336-2343). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References