Applying a conceptual design framework to study teachers\u2019 use of educational technology

Jörgen Holmberg

doi:10.1007/s10639-016-9536-3

Jörgen Holmberg

Open Access

https://doi.org/10.1007/s10639-016-9536-3

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Abstract

Theoretical outcomes of design-based research (DBR) are often presented in the form of local theory design principles. This article suggests a complementary theoretical construction in DBR, in the form of a design framework at a higher abstract level, to study and inform educational design with ICT in different situated contexts. Laurillard’s Conversational Framework (CF) is used as a conceptual lens to analyse how eight teachers use or envisage using technology to support learning in one-to-one environments. The findings demonstrate how the researcher uses the CF to discern different aspects of the teachers’ situated design practices. In the study, ICT is primarily used to support communication and the exchange of knowledge representations between the teachers and their students. Considerably fewer examples are found where ICT is used to support communication, collaborative creation and modelling between peers. However, the interview analyses reveal that the teachers’ intentions to apply ICT to support learning often include this second type of ICT use. Reasons for this discrepancy between the expressed intentions and de facto use of ICT include limitations in technical know-how and a perceived conflict between collaborative learning, existing school cultures and individual assessment. The findings suggest that in DBR, an analytical design framework could be an important tool for researchers and teachers when analysing and discussing educational uses of ICT. The CF provides a promising basis for a design framework, but should be expanded to include interactions with actors outside the classroom.

Highlights

Design-based research (DBR) is recognised as a promising research approach for studying teachers’ situated use of information and communication technologies (ICT) (Albion et al 2015; Plomp and Nieveen 2013; Yun Dai 2012)
It should be stressed that the findings only relate to how the teachers envisioned and make practical use of ICT in the communicative cycles
The study shows that all the teachers frequently used ICT to support the teacher’s communication cycle (TCC)

Summary

Introduction

Design-based research (DBR) is recognised as a promising research approach for studying teachers’ situated use of information and communication technologies (ICT) (Albion et al 2015; Plomp and Nieveen 2013; Yun Dai 2012). Educational research appears to offer limited research-based advice for teachers seeking to reframe their practices in complex and increasingly digitised contexts (Anderson and Shattuck 2012; Reeves et al 2011). These perceived shortcomings are suggested as reasons why many teachers do not explore the possible pedagogical added values of ICT (Vrasidas 2015; Wastiau et al 2013). More than a decade ago, Sandoval (Sandoval 2004) commented on the need for theory development in DBR He argued that a theoretical framework was necessary in order to more systematically study educational design in different contexts and to develop a more general theoretical knowledge that would inform educational design in other than localised contexts. Gravemeijer & Kobb suggest that the complexity of educational contexts imply the need for a broad design framework in DBR and one that incorporates ‘...general background theories such as socioconstructivism, or sociocultural theory, domain-specific theory and theories on specific elements of the learning ecology...’ (Gravemeijer and Cobb 2006, p. 48)

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