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Bridging Theory and Practice through Educational Design Research: Two Cases of Technology-integration in Teacher Education
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, University of Cincinnati, United States ; , University of Georgia, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this paper is twofold. We first present educational design research (EDR) as a viable approach to studying and introducing technological innovations to teacher education. We then offer two cases of EDR in teacher education that operationalize key qualities of EDR in practice. The first case is focused on improving science education using iPads to promote an inquiry-based approach to learning. The second is based on a technology-driven cognitive apprenticeship to support the clinical experience. Each case presents research results that report the impacts of technology on teacher learning and performance over multiple iterations. Implications for and the role of EDR in studies of technology in teacher education are discussed.

Citation

Schmidt, M. & Kopcha, T. (2016). Bridging Theory and Practice through Educational Design Research: Two Cases of Technology-integration in Teacher Education. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2336-2343). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 18, 2019 from .

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