Field-testing a conceptual design framework to study teachers’ intentions with and use of educational technology
2016 (English)Conference paper, Poster (Refereed)
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
ICT, design-based research, teacher, design framework, educational design, EFL
IdentifiersURN: urn:nbn:se:hig:diva-21484OAI: oai:DiVA.org:hig-21484DiVA: diva2:926902
The American Educational Research Association (AERA) annual meeting, 8-12 April, 2016, Washington, USA