4 |
Tensions between resource perspectives and trends in the design and dissemination of digital resources
|
|
|
|
In: CERME 10 ; https://hal.archives-ouvertes.fr/hal-01950512 ; CERME 10, Feb 2017, Dublin, Ireland (2017)
|
|
Abstract:
International audience ; Teachers are increasingly using digital resources to design lessons. We describe three perspectives for describing teachers' interactions with digital resources, perspectives that denote different assumptions with respect to teacher agency and the connections between capacity development and resource use. This paper examines the tensions between these conceptions of teachers' interactions with digital resources and the ways other actors-including policy makers, curriculum developers, and purveyors of online content-frame the purpose for and development of digital resources. Our analysis suggests that the assumed role of the teacher differs across different sets of actors and different visions related to the design and development of digital curriculum resources. The implications relate to the opportunities for teachers to transform digital resources to suit their purposes and to develop and grow professionally as a result. Teaching is design work: Teachers actively interpret and mobilize resources to attain pedagogic and curricular goals. Moreover, teachers increasingly use, and are expected to use, digital resources to design lessons. However, there are tensions between education technology discourses, curriculum design trends, education policies, and the work teachers do with digital resources. As a case in point, in Sweden a public/private partnership endeavor created a repository of resources and lessons for teachers that was little used because the design of the repository did not take into account how teachers actually take up digital resources, illustrating the lack of alignment between teachers' professional practices, education policy, and the design of instructional resources (CERI, 2009). As Remillard (2012) notes, teachers do not simply interpret authors' intentions as they engage with curriculum resources, they engage with the artifact itself (p. 114). Given that teachers' work with resources can promote teachers' professional development and meaningful experiences for students, it is important to understand how tensions between teachers' practices and the assumptions about teaching and teachers embedded in digital resources potentially constrain teachers' opportunities to develop design capacity. To illustrate how digital resource design and dissemination limit teachers' agency-and thus their roles as designers-we examined tensions between conceptions of teachers' interactions with digital resources and the ways other actors-including policy makers, curriculum developers, and purveyors of online content (commercial publishers, large philanthropies)-frame the purpose for and development of digital resources. These actors constitute the largest source of resources and information regarding digital resources and thus their influence merits attention from the research community. The ways digital resources are framed and promoted by policy makers and other actors may be at odds with the actual work teachers do and the needs of their students.
|
|
Keyword:
[MATH]Mathematics [math]; [SHS]Humanities and Social Sciences; curricular resources; Digital curriculum; teacher practices
|
|
URL: https://hal.archives-ouvertes.fr/hal-01950512 https://hal.archives-ouvertes.fr/hal-01950512/file/TWG22_01.pdf https://hal.archives-ouvertes.fr/hal-01950512/document
|
|
BASE
|
|
Hide details
|
|
5 |
Age effects in first language attrition: speech perception by Korean-English bilinguals
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Professional Development in Culturally and Linguistically Diverse Schools: What if We Have PD Upside Down and Backwards?.
|
|
|
|
In: Scholarship and Professional Work – Education (2017)
|
|
BASE
|
|
Show details
|
|
7 |
What does it mean to be a reader? Identity and positioning in two high school literacy intervention classes
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Breaking bad news: enhancing PA student competencies around difficult patient discussions
|
|
|
|
BASE
|
|
Show details
|
|
9 |
The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude
|
|
|
|
In: Boise State University Theses and Dissertations (2017)
|
|
BASE
|
|
Show details
|
|
10 |
Higher Education: The Impact on Bosnian Women Who Came as Refugees to the United States
|
|
|
|
In: Boise State University Theses and Dissertations (2017)
|
|
BASE
|
|
Show details
|
|
11 |
Form, Function, and Relevance of Contemporary Language Resource Centers
|
|
|
|
In: Boise State University Theses and Dissertations (2017)
|
|
BASE
|
|
Show details
|
|
12 |
The Erasure of Culture through Education: Richard Henry Pratt's Pedagogy and the Figure of the 'Displaced Indian' in American Indian Literature
|
|
|
|
In: Senior Projects Spring 2017 (2017)
|
|
BASE
|
|
Show details
|
|
13 |
Towards the development and delivery of sustainable assessment in foundation engineering studies
|
|
|
|
In: Taylor, B, Harris, L, Dargusch, J, (2017). Towards the development and delivery of sustainable assessment in foundation engineering studies. 10-13 February 2018, Huda, NInglis, DTse, NTown, G (Eds.), Australasian Association of Engineering Education, Manly, New South Wales, Macquarie University, Sydney, New South Wales, Manly, Australia, p. 982-989 (2017)
|
|
BASE
|
|
Show details
|
|
14 |
Using blogging to engage nursing students in reflective practice
|
|
|
|
In: Ryan, C, Heidke, P, Blunt, N, Williamson, M, Brien, DL. (2017). Using blogging to engage nursing students in reflective practice. Text, No. Special Issue 38, p. 1-10 (2017)
|
|
BASE
|
|
Show details
|
|
15 |
Introduction of the World Organic Language Teaching Approach
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2017)
|
|
BASE
|
|
Show details
|
|
16 |
Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students
|
|
|
|
In: TESOL Quarterly, vol 51, iss 4 (2017)
|
|
BASE
|
|
Show details
|
|
17 |
Translanguaging, coloniality, and english classrooms: An exploration of two bicoastal urban classrooms
|
|
|
|
In: Research in the Teaching of English, vol 52, iss 1 (2017)
|
|
BASE
|
|
Show details
|
|
18 |
Negotiating Global Views: High School English as a Foreign Language Curriculum and Global Citizenship in Taiwan
|
|
HO, YANN-RU. - : eScholarship, University of California, 2017
|
|
In: HO, YANN-RU. (2017). Negotiating Global Views: High School English as a Foreign Language Curriculum and Global Citizenship in Taiwan. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/2gz842k2 (2017)
|
|
BASE
|
|
Show details
|
|
19 |
The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices.
|
|
|
|
In: CBE life sciences education, vol 16, iss 4 (2017)
|
|
BASE
|
|
Show details
|
|
20 |
Preparing English language learners to be college and career ready for the 21st century: the leadership role of secondary school principals in the support of English language learners ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|