Teacher roles and pupil outcomes in technology-rich early literacy learning

Researcher–Practitioner Collaboration in Educational Design Research: Processes, Roles, Values, and Expectations

“…Th e theoretical understanding produced by educational design research can be used for various purposes, specifi cally to describe, explain, predict, or prescribe (McKenney & Reeves, 2012, 2013. Especially in earlier stages of design research, we often seek to understand the initial situation, for example by describing teacher beliefs or explaining how children reason.…”

“…Th e enactor role requires teachers to invest time and eff ort in implementation, the re-and co-designer roles require teachers to invest their time and eff orts in collaborative design as well as implementation. Although pupil learning gains were signifi cant in the classes of all teachers, the co-designer group experienced the greatest sense of ownership and continued use of the designed materials on their own, even after the study had been completed (Cviko, 2013 ;Cviko, McKenney, & Voogt, 2014 ).…”