Use of Techscaffold to Foster Teachers’ Decision-making Processes to Support Technology Integration

R. Beach, John M. Scott, Greg Klotz
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Abstract

Structured Abstract Purpose – To describe the use of the software platform, TechScaffold, for use in teacher education to provide pre-service and in-service teachers with decision-making heuristics to select apps based on formulation of their instructional purposes for using those apps; participate in a community designed to foster knowledge and experience about effective, purposeful uses of apps; and share project reports to illustrate the use of apps to achieve certain learning objectives. Design – The authors draw on research related to decision-making associated with purposeful uses of apps as well as analysis of the limitations of similar instructional design tools to develop features for TechScaffold. They sought to scaffold teachers’ decision-making through users formulating open-ended responses to queries with responses matched against a database of apps identified according to platform, purpose, grade level, difficulty, and cost, as well as ways for users to participate as members of a community to share projects illustrating uses of apps. The authors also obtained feedback regarding the potential usability and value of TechScaffold. Findings – Given research indicating the importance of scaffolding decision-making processes regarding uses of apps, feedback from users indicated that they perceive TechScaffold as a useful tool within the context of teacher education as well as for professional development in schools to foster effective decision-making associated with purposeful uses of apps. Practical Implications – Teacher educators can employ scaffolding activities to help pre-service and in-service teachers make decisions regarding productive uses of apps through their open-ended formulation of certain purposes through use of a tool such as TechScaffold.
利用技术脚手架促进教师决策过程以支持技术整合
目的-描述软件平台TechScaffold的使用,用于教师教育,为职前和在职教师提供决策启发式,以根据使用这些应用程序的教学目的的制定选择应用程序;参与一个旨在培养有效、有目的使用应用程序的知识和经验的社区;并分享项目报告,以说明如何使用应用程序来实现某些学习目标。设计-作者借鉴了与有目的使用应用程序相关的决策研究,以及分析了类似教学设计工具的局限性,以开发TechScaffold的功能。他们试图通过用户对问题提出开放式的回答,并将这些回答与根据平台、目的、年级水平、难度和成本确定的应用程序数据库相匹配,以及用户作为社区成员参与分享说明应用程序使用的项目的方式,来指导教师的决策。作者还获得了关于TechScaffold潜在可用性和价值的反馈。研究结果-鉴于研究表明脚手架决策过程在应用程序使用方面的重要性,来自用户的反馈表明,他们认为TechScaffold是教师教育背景下的有用工具,也是学校专业发展的有用工具,可以促进与有目的使用应用程序相关的有效决策。实际意义——教师教育工作者可以使用脚手架活动,帮助职前和在职教师通过使用TechScaffold等工具,通过他们对某些目的的开放式制定,做出有关有效使用应用程序的决定。
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