hh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Design for learning – involving teachers in digital didactic design (D3)
Halmstad University, School of Education, Humanities and Social Science. (DLSS)ORCID iD: 0000-0001-5283-7038
Halmstad University, School of Information Technology.ORCID iD: 0000-0003-4886-9592
2023 (English)In: Interactive Technology and Smart Education, ISSN 1741-5659, E-ISSN 1758-8510, Vol. 20, no 1, p. 142-159Article in journal (Refereed) Published
Abstract [en]

Purpose – This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D3 can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

Design/methodology/approach – During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D3 workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

Findings – The results indicate that D3 has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-inpractice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

Research limitations/implications – This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

Practical implications – As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers. 

Social implications – The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Originality/value – Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching.

This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers. © Pernilla Nilsson and Jesper Lund. 

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2023. Vol. 20, no 1, p. 142-159
Keywords [en]
Learning methods, Teaching methods, Higher education, Experiential learning, Digital learning
National Category
Educational Sciences
Research subject
Smart Cities and Communities; Smart Cities and Communities, LEADS
Identifiers
URN: urn:nbn:se:hh:diva-46369DOI: 10.1108/itse-08-2021-0143ISI: 000759223300001Scopus ID: 2-s2.0-85124957697OAI: oai:DiVA.org:hh-46369DiVA, id: diva2:1639176
Funder
VinnovaAvailable from: 2022-02-19 Created: 2022-02-19 Last updated: 2023-12-01Bibliographically approved

Open Access in DiVA

fulltext(437 kB)200 downloads
File information
File name FULLTEXT02.pdfFile size 437 kBChecksum SHA-512
0ab55387ae52dc427b3c4aab962d3614aa4b65865456701e5089a95aecc050d9f0e1488cf28c199ebeb101054cb5482470239c80586b95587b26edfc3c191877
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Authority records

Nilsson, PernillaLund, Jesper

Search in DiVA

By author/editor
Nilsson, PernillaLund, Jesper
By organisation
School of Education, Humanities and Social ScienceSchool of Information Technology
In the same journal
Interactive Technology and Smart Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 200 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 407 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf