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|Title: ||Examining the Impact of a Human-Tech Framework for Understanding Technology Integration in Teacher Education|
|Authors: ||MacKinnon, Kimberley|
|Advisor: ||Woodruff, Earl|
|Department: ||Curriculum, Teaching and Learning|
|Keywords: ||Educational technology|
Cognitive Work Analysis
|Issue Date: ||18-Oct-2010|
|Abstract: ||This research examines on the importance of considering context as design criteria for technology integration and technology design, and in particular, what that means for teacher education. While others (Fishman, Marx, Blumenfeld, Krajcik, & Soloway, 2004) have broadly considered context as a factor in supporting technology integration, this current research uses a Human-Tech framework (Vicente, 2003) to identify and examine the implications of individual contextual constraints for the design of technology-enhanced learning; therefore, the researcher begins to answer the important - and arguably unexplored - question of how the complexities of varying contexts ought to be used to inform design.
Broadly, this design research study explores the impact of using a Human-Tech framework for understanding technology integration in education and specifically, to inform the design of technology-enhanced learning practices in the context of teacher education. Further, the research reports on the impact of an open online research support forum - designed using a Human-Tech framework - on the experiences of teacher candidates while carrying out classroom-based research as part of their initial teacher education program.
Overall, results of the research study suggest that using a Human-Tech framework for understanding technology integration was helpful in supporting a broader and more systematic approach to designing for more effective use of technology in the context of teacher education. In terms of the design of the open online research support forum, findings suggest that there were key Organizational constraints that likely continued to have a limiting impact on the innovations across the two-year design study. Therefore, this research also points to future technology-specific and non technology-specific design strategies which may have implications for technology integration, and fulfilling the functional purposes of the program more broadly.|
|Appears in Collections:||Doctoral|
Department of Curriculum, Teaching and Learning - Doctoral theses
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