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Applying a conceptual design framework to study teachers'€™ use of educational technology
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.ORCID iD: 0000-0002-3362-7198
2016 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Article in journal (Refereed) Epub ahead of print
Abstract [en]

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.

Place, publisher, year, edition, pages
2016.
Keyword [en]
Conversational framework; Design framework; Design-based research; Educational design; EFL; Teacher
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-22989DOI: 10.1007/s10639-016-9536-3Scopus ID: 2-s2.0-84991573930OAI: oai:DiVA.org:hig-22989DiVA: diva2:1053073
Available from: 2016-12-08 Created: 2016-12-08 Last updated: 2016-12-08Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf