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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

41 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)578-588
頁數11
期刊Teaching and Teacher Education
28
發行號4
DOIs
出版狀態已發佈 - 2012 五月

ASJC Scopus subject areas

  • 教育

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