Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework

Yu Ta Chien; Chun Yen Chang; Ting Kuang Yeh; Kuo En Chang

doi:10.1016/j.tate.2011.12.005

Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework

Yu Ta Chien, Chun Yen Chang, Ting Kuang Yeh, Kuo En Chang

Research output: Contribution to journal › Article › peer-review

33 Citations (Scopus)

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	https://doi.org/10.1016/j.tate.2011.12.005
Publication status	Published - 2012 May 1

Keywords

Instructional design
Teacher education
Teacher preparation
Technology integration

ASJC Scopus subject areas

Education

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10.1016/j.tate.2011.12.005

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