从平均水平出发:利用教育技术培养教师独特的实践轨迹

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Engineering Education Pub Date : 2024-02-08 DOI:10.1002/jee.20586
Milo D. Koretsky, Susan Bobbitt Nolen, John Galisky, Harpreet Auby, Lorena S. Grundy
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引用次数: 0

摘要

在采用教育技术工具和以学生为中心的教学实践时,人们一致认为,教师要考虑其教学环境的独特性。我们追求的是另一种生态系统框架,即不同情境下的差异性是理解教师采用教学工具及其教学轨迹随时间发展的基础。通过采用访谈、使用数据、调查和社区会议记录等多案例研究方法,我们研究了 12 位教师的教学轨迹,以说明对技术工具的动态吸收。我们详细介绍了五个案例。其中两个案例强调了指导教师从学生在工具中的回答中洞察学生学习情况的方式。两个案例说明了项目的实践社区(CoP)所发挥的作用,这是深化实践的机构外支持。最后一个案例说明了不断发展的教学生态系统的复杂性及其在教师满意度和持续使用中的作用。教育技术工具的使用扰乱了生态系统,并通过对教师和学生活动的调解支持了教师不断发展的轨迹。教员的目标引导了最初的使用,但目标和实践都根据与工具和 CoP 的互动信息以及教学情境的变化进行了调整。这项研究证实了了解创新吸收的复杂性的必要性,并为教育者、开发者和管理者提供了加强吸收和支持多样性目标的机会。
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Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology

Background

In taking up educational technology tools and student-centered instructional practice, there is consensus that instructors consider the unique aspects of their instructional context. However, tool adoption success is often framed narrowly by numerical uptake rates or by conformity with non-negotiable components.

Purpose

We pursue an alternative ecosystems framing which posits that variability among contexts is fundamental to understanding instructors' uptake of instructional tools and the ways their teaching trajectories develop over time.

Design/Method

Through a multiple-case study approach using interviews, usage data, surveys, and records of community meetings, we examine 12 instructors' trajectories to illustrate the dynamic uptake of a technology tool.

Results

Cross-case analysis found that instructors' trajectories are tool-mediated and community-mediated. We present five cases in detail. Two foreground ways that instructors gained insight into student learning from student responses in the tool. Two illustrate the role played by the project's Community of Practice (CoP), an extra-institutional support for deepening practice. The final case illustrates the complexity of an evolving instructional ecosystem and its role in instructors' satisfaction and continued use.

Conclusions

Use of the educational technology tool perturbed ecosystems and supported instructors' evolving trajectories through mediation of instructor and student activity. Instructors' goals guided initial uptake, but both goals and practice were adapted using information from interactions with the tool and the CoP and changes in instructional contexts. The study confirms the need to understand the complexity of the uptake of innovations and illustrates opportunities for educators, developers, and administrators to enhance uptake and support diversity goals.

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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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