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

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29 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 languageEnglish
Pages (from-to)578-588
Number of pages11
JournalTeaching and Teacher Education
Volume28
Issue number4
DOIs
Publication statusPublished - 2012 May 1

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teacher
science
teacher's role
teaching practice
empowerment
evaluation
education

Keywords

  • Instructional design
  • Teacher education
  • Teacher preparation
  • Technology integration

ASJC Scopus subject areas

  • Education

Cite this

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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.

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