Technology Enhanced Learning in Science: Interactions, Affordances and Design Based Research

Autor/in	Scanlon, Eileen
Titel	Technology Enhanced Learning in Science: Interactions, Affordances and Design Based Research
Quelle	In: Journal of Interactive Media in Education, (2010), (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Science Projects; Educational Technology; Case Studies; Science Instruction; Teaching Methods; Theories; Research Design; Foreign Countries; Intervention; College Students; United Kingdom + Suchen Sie Ihr Suchwort? Science; Project; Wissenschaft; Projekt; Unterrichtsmedien; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Forschungsdesign; Ausland; Collegestudent; Großbritannien
Abstract	The role of an educational technologist is difficult to define. This paper reflects on the experience of working on a range of technology enhanced learning in science projects to review a number of working principles which have proved effective in the practice of educational technology. It discusses how these principles relate to the theories in use in educational technology. Three case studies are considered illustrating methods of participatory design, design based research and socio-cultural approaches. All the case studies are taken from the application of educational technology principles to the design of examples of science instruction. The paper offers an interpretation of the contemporary practice of educational technology. (Contains 2 figures.) (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10