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Developing a psychological framework for teachers’ constructive implementation of digital media in the classroom – media competence from the perspective of socio-cognitive functions of digital tools. PROCEEDINGS

, Knowledge Media Research Center, Germany

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Educational researchers have started to investigate consequences of the affordances of advanced digital tools for student learning; however, the teachers’ role has been neglected although teachers represent a bottleneck for the implementation in the classroom. I argue that for research including teachers, an approach via structural media-attributes is not feasible and instead a situational psychological framework is needed based on the following questions: Which conceptions of (socio-)cognitive functions of digital media can be found among teachers? How can these conceptions be complemented by theoretical approaches to teachers’ professional competence? How do empirically found conceptions and theoretically derived variables relate to the actual integration of digital media in instructional processes? Can the relationships found between variables be supported in experimental intervention studies trying to increase the constructive use of digital media by emphasizing certain conceptions?

Citation

Krauskopf, K. (2009). Developing a psychological framework for teachers’ constructive implementation of digital media in the classroom – media competence from the perspective of socio-cognitive functions of digital tools. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1930-1935). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2018 from .

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