TY - JOUR
T1 - Engaging pre-service science teachers to act as active designers of technology integration
T2 - A MAGDAIRE framework
AU - Chien, Yu Ta
AU - Chang, Chun Yen
AU - Yeh, Ting Kuang
AU - Chang, Kuo En
N1 - Funding Information:
The work in this study was funded by the National Science Council of Taiwan under contracts no. NSC 100-2631-S-003-006 and Aiming to the Top University and Research Center Program. The data presented, the statements made, and the views expressed are solely the responsibility of the authors. The authors gratefully acknowledge the assistance of Yueh-Hsia Chang and Terrence Wong. The authors also thank anonymous reviewers for valuable comments.
Copyright:
Copyright 2012 Elsevier B.V., All rights reserved.
PY - 2012/5
Y1 - 2012/5
N2 - This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers' roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers' technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers' critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.
AB - This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers' roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers' technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers' critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.
KW - Instructional design
KW - Teacher education
KW - Teacher preparation
KW - Technology integration
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U2 - 10.1016/j.tate.2011.12.005
DO - 10.1016/j.tate.2011.12.005
M3 - Article
AN - SCOPUS:84862787583
VL - 28
SP - 578
EP - 588
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
IS - 4
ER -