Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 578-588 |
| Number of pages | 11 |
| Journal | Teaching and Teacher Education |
| Volume | 28 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2012 May 1 |
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Keywords
- Instructional design
- Teacher education
- Teacher preparation
- Technology integration
ASJC Scopus subject areas
- Education
Cite this
Engaging pre-service science teachers to act as active designers of technology integration : A MAGDAIRE framework. / Chien, Yu Ta; Chang, Chun-Yen; Yeh, Ting-Kuang; Chang, Kuo-En.
In: Teaching and Teacher Education, Vol. 28, No. 4, 01.05.2012, p. 578-588.Research output: Contribution to journal › Article
}
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
PY - 2012/5/1
Y1 - 2012/5/1
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 -