Collaborative Design of Technology-Enhanced Learning: What can We Learn from Teacher Talk?

Susan Mckenney,Jules Pieters,Ferry Boschman,Joke Voogt

doi:10.1007/s11528-016-0078-8

Abstract

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative investigation explored the nature and content of teacher conversations while designing technology-enhanced learning for early literacy. To do so, four sub-studies were undertaken, each focusing on different aspects of design talk within six teams of teachers. Findings indicate that non-supported design team engagement is unlikely to yield professional development; basic process support can enable in-depth conversations; subject matter support is used and affects design-decisions; visualization of classroom enactment triggers the use of teachers’ existing integrated technological pedagogical content knowledge; and individual teacher contributions vary in type. Implications for teacher design team members and facilitators are discussed.

Highlights

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge
The present study addresses that need through four in-depth sub-studies focused on teacher design talk during collaborative design of technology-enhanced learning for early literacy
To better understand the role of subject matter expertise in teacher design teams (TDTs), this study examines how teachers’ own content knowledge is manifested in design conversations, as well as the kinds of expert contributions that yield the most influence on design decision-making

Summary

Introduction

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. Collaboration in teacher design teams (TDTs) has been argued as a viable and effective strategy for teacher professional development (Voogt et al 2011) In part, this is because teachers learn from each other as they share and apply knowledge while addressing design challenges. Deketelaere and Kelchtermans (1996) found that such support can take the form of stating opinions, sharing knowledge and beliefs, contrasting, fueling discussions, and clearing up misconceptions While all of these may be present, no studies have yet examined if or how such contributions elicit teachers’ own subject matter expertise, nor which kinds of expert contributions influence design decisions. To better understand the role of subject matter expertise in TDTs, this study examines how teachers’ own content knowledge is manifested in design conversations, as well as the kinds of expert contributions that yield the most influence on design decision-making

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Results

Conclusion