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Field-testing a conceptual design framework to study teachers' intentions with and use of eduational technology
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.ORCID iD: 0000-0002-3362-7198
2016 (English)Conference paper, Abstract (Refereed)
Abstract [en]

In this paper, design framework is suggested as a conceptual construct in DBR to analyze and inform teachers’ design thinking and practical interventions in different educational contexts. In the study, Laurillard’s Conversational Framework is proposed as a potential basis for such a design framework and used as a conceptual lens with which to analyze how teachers use or envision using technology to support learning in one-to-one environments. The findings are presented in relation to a) the use of the Conversational Framework as a conceptual research tool and a potential design framework and b) the participating teachers’ visions for and practical use of technology to support students’ learning.

Place, publisher, year, edition, pages
2016.
Keyword [en]
Design-based research, Eduational design research, ICT, Teaching, Learning, Design Framework, DBR, Educational design
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-20761OAI: oai:DiVA.org:hig-20761DiVA: diva2:876123
Conference
The American Educational Research Association (AERA) annual meeting, "Public Scholarship to Educate Diverse Democracies", 8-12 April, 2016, Washington, USA.
Note

Accepted for publication.

Available from: 2015-12-02 Created: 2015-12-02 Last updated: 2016-08-17Bibliographically approved

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Holmberg, Jörgen
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