A Preservice Secondary Education Technology Course: Design Decisions And Students’ Learning Experiences
Dawn Hathaway, Priscilla Norton, George Mason University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Asked to design a technology education course, the researchers designed a course that focused on the interaction of technology and disciplinary teaching, not on technology skills. Adopting a design-based research approach, Phase 1 was a review of literature that led to two course design decisions: to situate participants’ study of technology in their disciplinary teaching field and to organize modules using disciplinary habits of mind. Phase 2 led to a third course design decision: to structure content and activities using a design pattern approach. This paper presents Phase 3 of the research process, examining the influence of course design decisions on candidates’ learning experiences. Participants’ course reflections were analyzed to understand the influence of the three course design decisions. Reflections suggested that each design decision was uniquely successful in focusing participants’ learning on the interaction of technology concepts and discipline-specific contexts.
Hathaway, D. & Norton, P. (2015). A Preservice Secondary Education Technology Course: Design Decisions And Students’ Learning Experiences. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 925-933). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2023 from https://www.learntechlib.org/primary/p/150112/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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