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Field-testing a conceptual design framework to study teachers’ intentions with and use of educational technology
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.ORCID iD: 0000-0002-3362-7198
2016 (English)Conference paper, Poster (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]
ICT, design-based research, teacher, design framework, educational design, EFL
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-21484OAI: oai:DiVA.org:hig-21484DiVA: diva2:926902
Conference
The American Educational Research Association (AERA) annual meeting, 8-12 April, 2016, Washington, USA
Available from: 2016-05-10 Created: 2016-05-10 Last updated: 2016-08-17Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
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Output format
  • html
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  • asciidoc
  • rtf