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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, Educational science, Curriculum studies.ORCID iD: 0000-0002-3362-7198
2016 (English)Conference paper, Poster (with or without 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.
Keywords [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, id: 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: 2018-03-13Bibliographically approved

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Holmberg, Jörgen

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