Technology-enhanced Learning Design of a Pre-service Teacher Training Course in a Research-based Learning context
DOI:
https://doi.org/10.17345/ute.2020.4.2766Paraules clau:
initial teacher training, research-based learning, higher education, educational technology, learning design, design-based researchResum
Research-based learning is an educational approach that aims at enhancing an active student engagement through research activities that are typical of the field. In the case of student teachers, this implies getting involved in educational research and in the development of educational innovation based on research. A valid method for this aim is design-based research, which combines theory and practice through designing different types of educational products. In this work we present a technology-enhanced learning design of a pre-service teacher training course within the frame of research-based learning and, concretely, of design-based research. The course had the focus on the use of technology in the school, as well as on the development of the digital competence, and it was organized around the preparation of an educational proposal in which the use of technology was integrated and based on a research question. As results, we share the vision of the course instructor and the student teachers. Conclusions address the innovative character of the learning design and the educational practice presented and suggest future lines of work.
Descàrregues
Referències
Aditomo, A., Goodyear, P., Bliuc, A. M., & Ellis, R. A. (2013). Inquiry-based learning in higher education: Principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239–1258. https://doi.org/10.1080/03075079.2011.616584
Amiel, T., & Reeves, T. C. (2008). Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11(4), 29–40.
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618. https://doi.org/10.1007/s10734-013-9624-x
Brew, A., & Saunders, C. (2020). Making sense of research-based learning in teacher education. Teaching and Teacher Education, 87, 102935. https://doi.org/10.1016/j.tate.2019.102935
Conole, G. (2007). Describing learning activities: Tools and resources to guide practice. In H. Beetham & R. Sharpe (Eds.), Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning (pp. 81–91). London: RoutledgeFalmer.
de Benito, B., & Salinas, J. (2016). La Investigación Basada en Diseño en Tecnología Educativa. Revista Interuniversitaria de Investigación En Tecnología Educativa, (0), 44–59. https://doi.org/10.6018/riite2016/260631
Easterday, M. W., Rees Lewis, D. G., & Gerber, E. M. (2018). The logic of design research. Learning: Research and Practice, 4(2), 131–160. https://doi.org/10.1080/23735082.2017.1286367
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Koroneou, L., Paraskeva, F., & Alexiou, A. (2013). Designing a Framework Based on Problem-Based Learning for CSCL Environments in Order to Enhance 21st Century Skills. International Journal of Information and Education Technology, 3(2), 135–138. https://doi.org/10.7763/IJIET.2013.V3.250
Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.
Marín, V. I. (2019). Research-based Learning enhanced by Technology in Higher Education: a Comparative Analysis of Tools. In E. Vaquero, E. Brescó, J. Coidures, & F. X. Carrera (Eds.), EDUcación con TECnología: un compromiso social. Iniciativas y resultados de investigaciones y experiencias de innovación educativa (Edicions d, pp. 459–471). Lleida; Palma de Mallorca. https://doi.org/10.21001/edutec.2019
Marín, V. I. (2020). Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs. Australasian Journal of Educational Technology, 36(1), 1–20. https://doi.org/10.14742/ajet.4523
Marín, V. I., & Schirmer, C. (2018). Design of a teacher-training workshop to support research-based learning processes with digital media. In N. Neuber, W. Paravicini, & M. Stein (Eds.), Forschendes Lernen. The Wider View. Eine Tagung des Zentrums für Lehrerbildung der Westfälischen Wilhelms-Universität Münster vom 25. bis 27.09.2017. Schriften zur Allgemeinen Hochschuldidaktik. Band 3. Münster: WTM-Verlag 2018.
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Joint Research Centre (JRC) Science for Policy report. https://doi.org/10.2760/159770
Reeves, T. C. (2006). Design research from the technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (pp. 86–109). London: Routledge.
Røkenes, F. M., & Krumsvik, R. J. (2014). Development of Student Teachers’ Digital Competence in Teacher Education - A Literature Review. Nordic Journal Of Digital Literacy, 9(4).
Saunders, C. (2017). Research Based Learning in Teacher Education at Humboldt-Universität zu Berlin (Working Paper No. 1). Deutsche Gesellschaft für Hochschuldidaktik (dghd) and Universität Oldenburg. Retrieved from https://www.uni-oldenburg.de/fileadmin/user_upload/flif/Homepage_neu/Working_Paper/14-09_Online__Saunders_FL_im_LA_HU_Berlin_081117.pdf
Schirmer, C., & Marín, V. I. (2020). Die Gestaltung Forschenden Lernens mit digitalen Medien. In C. Wulf, S. Haberstroh, & M. Petersen (Eds.), Forschendes Lernen: Theorie, Empirie, Praxis (pp. 283–291). Wiesbaden: Springer Fachmedien Wiesbaden.
The Design-Based Research Collective (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5–8. https://doi.org/10.3102/0013189X032001005
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers and Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009
van der Rijst, R. (2017). The Transformative Nature of Research-Based Education: A Thematic Overview of the Literature. In E. Bastiaens, J. van Tilburg, & J. van Merriënboer (Eds.), Research-Based Learning: Case Studies from Maastricht University (pp. 3–22). Cham: Springer. https://doi.org/10.1007/978-3-319-50993-8_1
Vuorikari, R., Punie, Y., Carretero, S., & Van Den Brande, L. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. EU Commission JRC Technical Reports. Seville, Spain. https://doi.org/10.2791/11517
Wessels, I., Rueß, J., Gess, C., Deicke, W., & Ziegler, M. (2020). Is research-based learning effective? Evidence from a pre-post analysis in the social sciences. Studies in Higher Education, 0(0), 1–15. https://doi.org/10.1080/03075079.2020.1739014
Descàrregues
Publicades
Com citar
Número
Secció
Llicència
Els / les autors/ores que publiquen en aquesta revista accepten els termes següents:
- Els autors/ores conserven els drets d'autor i concedeixen a la revista el dret de primera publicació de l'obra, registrada sota una llicència de reconeixement de Creative Commons (CC BY-NC-SA), que permet que se'n faci difusió reconeixent-ne l'autoria i la primera publicació en aquesta revista.
- Els autors/ores poden establir, independentment, altres disposicions contractuals que permetin la publicació de la versió publicada en aquesta revista en altres mitjans (per exemple, en un repositori institucional o en un llibre), amb el reconeixement de la publicació inicial en aquesta revista.
- Els autors/ores tenen permís per publicar la seva obra en línia i se'ls proposa de fer-ho (per exemple, en repositoris institucionals o a la seva pàgina web) abans i durant el procés de tramesa, perquè pot produir bons resultats i fer que l'obra publicada rebi més citacions (Vegeu The Effect of Open Access).
DECLARACIÓ DE PRIVACITAT
Els noms i les adreces de correu electrònic que hi ha al lloc web de la revista només s'utilitzaran per als usos indicats en aquesta revista i no estaran disponibles per cap altre ús ni per terceres parts.
PROMOCIÓ I DIFUSIÓ DEL ARTICLE
Els/les autors/es es comprometen a participar en la màxima difusió del seu manuscrit un cop publicat, així com de tota la revista. Es comprometen també a participar activament a les xarxes socials de la revista en la fase preprint, com en la posterior a l'edició final. S'han de promocionar els articles utilitzant el enllaç de la web oficial ( https://revistes.urv.cat/index.php/ute/index ) juntament amb els seus dois, per augmentar la lectura, citació i impacte.
