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Instructional Science: An International Journal of the Learning Sciences

March 2015 Volume 43, Number 2

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Table of Contents

Number of articles: 6

  1. Teachers as Designers of Technology Enhanced Learning

    Yael Kali, Susan McKenney & Ornit Sagy

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits.... More

    pp. 173-179

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  2. Teacher Design Knowledge for Technology Enhanced Learning: An Ecological Framework for Investigating Assets and Needs

    Susan McKenney, Yael Kali, Lina Markauskaite & Joke Voogt

    Despite the fact that teaching is increasingly referred to as a design science, teacher education programs devote relatively little time to developing expertise in the design of instruction, beyond... More

    pp. 181-202

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  3. Teachers as Participatory Designers: Two Case Studies with Technology-Enhanced Learning Environments

    Rebecca Cober, Esther Tan, Jim Slotta, Hyo-Jeong So & Karen D. Könings

    Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspectives on the role of technology in... More

    pp. 203-228

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  4. Technology to Support Teachers Using Evidence from Student Work to Customize Technology-Enhanced Inquiry Units

    Camillia F. Matuk, Marcia C. Linn & Bat-Sheva Eylon

    Teachers' involvement in curriculum design is essential for sustaining the relevance of technology-enhanced learning materials. Customizing--making small adjustments to tailor given materials ... More

    pp. 229-257

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  5. Collaborative Design as a Form of Professional Development

    Joke Voogt, Therese Laferrière, Alain Breuleux, Rebecca C. Itow, Daniel T. Hickey & Susan McKenney

    Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed... More

    pp. 259-282

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  6. A Fingerprint Pattern of Supports for Teachers' Designing of Technology-Enhanced Learning

    Vanessa Svihla, Richard Reeve, Ornit Sagy & Yael Kali

    Teachers often find themselves in a position in which they need to adapt technology-enhanced materials to meet the needs of their students. As new technologies--especially those not specifically... More

    pp. 283-307

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