{"title":"Learning to teach: Aligning pedagogy and technology in a learning design tool","authors":"Kristin Børte , Sølvi Lillejord","doi":"10.1016/j.tate.2024.104693","DOIUrl":null,"url":null,"abstract":"<div><p>This article asks how pedagogy and technology should be aligned when developing a digital learning design tool. We find that to support student teachers' active learning, the tool must foreground pedagogy. We analysed how researchers, practitioners and software developers jointly developed a tool (ILUKS) that supports student teachers' lesson planning. The tool allows student teachers to collaboratively inquire into planning and improving lessons during practicums. We document the interdisciplinary team's work of co-creation, documentation, feedback and improvement in the development process and conclude that digital tools intended to support students' inquiry-based and active learning must align pedagogical and technical knowledge.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002257/pdfft?md5=e04c23db3d03a44fb2f5400ab130277e&pid=1-s2.0-S0742051X24002257-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002257","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This article asks how pedagogy and technology should be aligned when developing a digital learning design tool. We find that to support student teachers' active learning, the tool must foreground pedagogy. We analysed how researchers, practitioners and software developers jointly developed a tool (ILUKS) that supports student teachers' lesson planning. The tool allows student teachers to collaboratively inquire into planning and improving lessons during practicums. We document the interdisciplinary team's work of co-creation, documentation, feedback and improvement in the development process and conclude that digital tools intended to support students' inquiry-based and active learning must align pedagogical and technical knowledge.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.