Designing and researching technology-enhanced learning for the zone of proximal implementation

Abstract

Internationally, society is increasingly demanding that the relevance and practical applicability of research be made transparent. Despite intentions to the contrary, insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. In part, this is because (design) research is often conducted at the bleeding edge of what is technologically possible Á exploring innovative uses of new and emerging technologies. There is no disputing that such work is greatly needed to seek out new ways to potentially enhance the quality of teaching and learning. However, in the excitement of exploring what is possible, tomorrow, insufficient research and development work focuses on what is practical, today. This leaves a problematic gap between what could be effective technology-enhanced learning (TEL) in theory, and what can be effective TEL in practice. This paper calls for designers/researchers of TEL to devote attention to not only fine-grained issues of pupil learning and instruction but also to broader factors that determine if and how innovations are understood, adopted and used by teachers and schools, by designing innovations to align with their zone of proximal implementation. Methodological considerations are given for designing and studying interventions that are prone to implementation by being: value-added, clear, harmonious and tolerant.Keywords: learning design; implementation; innovation Purpose Society in general and research foundations around the globe such as the European Research Council and the (American) National Science Foundation are increasingly calling for the relevance and practical applicability of research to be made transparent. Despite intentions to the contrary, research on technology-enhanced learning (TEL) that truly serves current educational practice is more rare than it is common (Reeves, Herrington, and Oliver 2005). Insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. In part, this is because (design) research is conducted at the bleeding edge of what is technologically possible Á exploring innovative uses of new and emerging technologies. There is no disputing that such work is greatly needed to seek out new ways to potentially enhance the quality of teaching and learning. However, in the excitement of exploring what is possible, tomorrow, there is insufficient (page number not for citation purpose)

An analysis of digital competence as expressed in design patterns for technology use in teaching

“…In comparison, the approach presented here builds on an analysis of teachers' designs for learning expressed in design patterns. While the upper secondary teachers' ideas are based on experiences from their own teaching practice, this study contributes to the understanding of designs for educational practice and supports the request for research that captures the perceptions of teachers (McKenney, 2013).…”

“…Teachers were not questioned about matters relating ,[8][9][10]12,13,18,26 Communication and collaboration 46.2 6,11,[14][15][16][17][19][20][21][22][23]25 Digital content creation 15.4 1, 2, 5, 24 Safety 0 -Problem solving 7.7 4, 7 British Journal of Educational Technology Vol 50 No 6 2019 to the digital competence of their learners; instead, an analysis of the teachers' proposed learning activities was carried out in order to trace references to digital competence. Based on this analysis, an understanding was reached on perceptions relating to technology use that guide teaching practice which answers the call by McKenney (2013). The analysis also offers a way of analysing and understanding design patterns and can be regarded as a contribution to research into design patterns.…”

Location-based mobile learning applications: A conceptual framework for co-design

“…Esto ha generado un cambio en los roles tanto de los alumnos como de los docentes, y adicionalmente abrió la posibilidad de su uso dentro y fuera del aula. Sin embargo, en [3] se menciona que aún existen falencias al momento de implementar, en educación, soluciones empleando tecnología móvil. En particular, muchas de las soluciones no involucran a los docentes en su diseño.…”

“…La participación de los docentes en el diseño, les genera un nuevo desafío a los mismos [4]. La importancia de esta participación en el proceso de diseño ha sido explorada, por ejemplo, en [3], [4] y [5].…”

“…En los últimos años se han aplicado diferentes estrategias para abordar el diseño en el área de aprendizaje enriquecido con tecnología. Una propuesta metodológica para considerar diferentes aspectos relacionados a este diseño es presentado en [3], donde se identifican los siguientes aspectos: claridad, valor agregado, compatibilidad y tolerancia. Otros enfoques, incorporan el uso de diferentes conceptos de la ingeniería de software para su diseño.…”