Abstract
Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies.
Highlights
In recent years, many European countries have increased investment in digital technologies and platforms for educational purposes (Johnson, Adams Becker, & Hall, 2015), reflecting the positive aspiration or belief that digital learning platforms can enhance student learning (Edmunds & Hartnett, 2014; Lu & Law, 2012; Psycharis, 2013), streamline teachers’ work (KL, Ministry of Education, Ministry of Finance, & Ministry of Children, Gender Equality, Integration and Social Relations Ministry of Economy and Home Affairs, 2014; Johansson & Glauman, 2014) and support teachers in the collaborative production, sharing and development of teaching materials (Gueudet, Pepin, Sabra, & Trouche, 2016)
Both approaches support the active participation of outside stakeholders; future workshops (FW) are useful for ongoing interpretation and use of the technology, and participatory data design (PDD) as applied here lets the teachers renegotiate outside decisions and create a digital collaborative space that allows outside stakeholders to participate
Returning to the discussion of FW and PDD, we have shown that FW can be used to establish a space for dialogue in research and development projects
Summary
Lone Dirckinck-Holmfeld*, Bertil Johannes Ipsen†, Andreas Lindenskov Tamborg†, Jonas Dreyøe†, Benjamin Brink Allsopp† and Morten Misfeldt†. Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. Only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two largescale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. The paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies
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