Teachers as Designers of Online Activities: The Role of Socio-Constructivist Pedagogies in Sustaining Implementation
This research characterized the range of schoolteachers’ practices as designers of online activities and the relation between their pedagogical perceptions and these practices. Data-sources included forty online activities designed and developed by novice and expert teachers, as well as interviews with these teachers. Findings indicate that although all teachers held positive perceptions about online instruction, novices perceived it rather as a burden, whereas experts appreciated it as an inseparable part of their practice.Using the ‘Analyzing Online Activities’ (AOA) rubric,
developed in this research to assess online activities, we
found that both groups scarcely utilized collaborative
learning in their activities. We claim that collaborative learning strategies are the key to adoption of online instruction by novices who would be willing to integrate online instruction into their practices when they will not need to become enslaved to it.
||Teachers as Designers, Online Instruction, Socio Constructivist Pedagogies Collaborative Learning, Teacher Professional Development
Design Principles and Practices: An International Journal, Volume 3, Issue 1, pp.89-102.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.456MB).
Graduate Student, Department of Education in Technology and Science, Isarel Institute of Technology, Haifa, Israel
Tamar Shamir-Inbal is a Ph.D. student at the department of Education in Technology and Science at the Technion in Israel. Her research focuses on long term teacher professional development intended for encouraging teachers
to adopt technology-enhanced strategies for their everyday instruction, and for developing and implementing socio-constructivist pedagogies in online activities. Tamar received her master degree (Cum laude) from Tel-Aviv
University, and has been working for many years as an instructor in various teacher professional development programs aimed at infusing technology into schools.
Senior Lecturer (Assistant Professor), Department of Education in Science and Technology, Israel Institute of Technology, Haifa, Israel
Yael Kali is a faculty member at the Education in Science and Technology Department at the Technion in Israel. The group she leads at the Technion focuses on design-principles for educational technologies, and studies how technology enhanced learning environments affect student learning at different age levels (middle-school to higher-education and teacher professional development). She is a co-principle investigator in the NSF-funded Technology Enhanced Learning in Science (TELS) center, in which she develops the Design Principles Database, and studies its contribution to the Learning Sciences and Design communities. She is the director of the NSF-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project. She received her PhD from the Weizmann Institute of Science, Rehovot, specializing in earth science education.
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