Modes of Teacher Participation in the Digitalization of School

Lone Dirckinck-Holmfeld; Bertil Johannes Ipsen; Andreas Lindenskov Tamborg; Jonas Dreyøe; Benjamin Brink Allsopp; Morten Misfeldt

doi:10.16993/dfl.109

Modes of Teacher Participation in the Digitalization of School

Lone Dirckinck-Holmfeld, Bertil Johannes Ipsen, Andreas Lindenskov Tamborg, Jonas Dreyøe, Benjamin Brink Allsopp, Morten Misfeldt

Abstract

Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies.

Original language	English
Journal	Designs for learning
Volume	11
Issue number	1
Pages (from-to)	64-71
Number of pages	8
ISSN	1654-7608
DOIs	https://doi.org/10.16993/dfl.109
Publication status	Published - 2019
Externally published	Yes

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Cite this

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title = "Modes of Teacher Participation in the Digitalization of School",

abstract = "Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers{\textquoteright} appropriation of digital technologies.",

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AU - Dirckinck-Holmfeld, Lone

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AU - Dreyøe, Jonas

AU - Brink Allsopp, Benjamin

AU - Misfeldt, Morten

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AB - Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies.

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Modes of Teacher Participation in the Digitalization of School

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