Components of learning in upper secondary teachers’ pedagogical patterns

Abstract

ABSTRACT Pedagogical patterns aim at assisting teachers with limited teaching experience with technology-supported solutions to educational problems. In a workshop series, 13 pedagogical patterns were created by upper secondary teachers recognised for their use of technology in teaching. These patterns constitute data for a deductive thematic analysis to understand how they reflect key components of learning theories. The analysis reveals that the learning activities promote individual and reflective learning but that the solutions involve a variety of pedagogical components. The authors conclude that the method suggested for analysis contributes to research within technology-enhanced learning. It can expand knowledge about the pedagogy involved in learning designs that support the use of technology in education. Adopting a participatory design approach in workshops can moreover contribute to the collegial learning of teachers.