Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Asia Pacific Education Review Pub Date : 2024-09-28 DOI:10.1007/s12564-024-09996-9
Yoonjung Hwang, Cheolil Lim
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Abstract

The integration of ICT in education in developing countries has become a significant focus in various ODA projects and educational research. With the increasing demand for teachers to incorporate ICT in their classrooms, the precise methods for effectively integrating ICT resources have not been thoroughly explored. Therefore, this research aimed to develop the most optimal instructional design principles that may systematically guide teachers in planning their lessons using ICT, specifically in the context of Bangladesh. By employing the design and development research method, this research developed an initial set of instructional design principles based on literature review and field research, then elaborated on the principles through three sets of internal validation tests and a usability test by conducting in-depth interviews to confirm the applicability of the principles in real classroom settings in Bangladesh. The final version of instructional design principles is composed of five components, ten principles, and 22 specific guidelines. Two distinct features of the principles are discussed for further research. In discussion, this research underscores the necessity of providing practical instructional design principles to guide teachers in effectively utilizing ICT, particularly within a resource-limited learning environment like Bangladesh.

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为在资源有限的学习环境中使用信息和通信技术制定教学设计原则:孟加拉国的一个案例
将信息和传播技术纳入发展中国家的教育已成为各种官方发展援助项目和教育研究的一个重要重点。随着教师将信息与传播技术融入课堂的需求日益增长,有效整合信息与传播技术资源的确切方法尚未得到深入探讨。因此,本研究旨在制定最佳教学设计原则,以便系统地指导教师利用信息和传播技术进行备课,特别是在孟加拉国的背景下。通过采用设计与开发研究方法,本研究在文献综述和实地调研的基础上制定了一套初步的教学设计原则,然后通过三套内部验证测试和深入访谈的可用性测试对这些原则进行了详细阐述,以确认这些原则在孟加拉国真实课堂环境中的适用性。教学设计原则的最终版本由五个组成部分、十条原则和 22 条具体指导原则组成。我们讨论了这些原则的两个显著特点,以供进一步研究。在讨论中,本研究强调了提供实用的教学设计原则的必要性,以指导教师有效利用 信息和传播技术,特别是在像孟加拉国这样资源有限的学习环境中。
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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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