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Authentic Teaching with Technology Through Situated Learning
Susan L. Stansberry1 - Personal Name
This formative research study used situated learning
framework (Herrington & Oliver 2000) as the design theory
to guide the transformation of an educational technology
course for pre-service teachers. Data were collected from one
question on 157 final exams over two semesters. The question
prompted students to describe their course experience compared
with the initial learning goal they had set for themselves,
their perceptions of teaching with technology as a result of the
course, and new learning goals they had as a result of the
course. Student data indicates situated learning framework
was effective in creating an authentic learning experience.
Lessons learned from this design experience are shared to
further the situated learning framework and for the benefit of
other designers of educational technology classes for preservice
teachers.
framework (Herrington & Oliver 2000) as the design theory
to guide the transformation of an educational technology
course for pre-service teachers. Data were collected from one
question on 157 final exams over two semesters. The question
prompted students to describe their course experience compared
with the initial learning goal they had set for themselves,
their perceptions of teaching with technology as a result of the
course, and new learning goals they had as a result of the
course. Student data indicates situated learning framework
was effective in creating an authentic learning experience.
Lessons learned from this design experience are shared to
further the situated learning framework and for the benefit of
other designers of educational technology classes for preservice
teachers.
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| EB00000002281K | Available |
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