Instructional Design or School Politics? A Discussion of "Orchestration" in TEL Research

Autor/inn/en	Perrotta, C.; Evans, M. A.
Titel	Instructional Design or School Politics? A Discussion of "Orchestration" in TEL Research
Quelle	In: Journal of Computer Assisted Learning, 29 (2013) 3, S.260-269 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2012.00494.x
Schlagwörter	Instructional Design; Politics of Education; Information Technology; Educational Technology; Teaching Methods; Heuristics; Power Structure; Cultural Influences; Instructional Innovation; After School Programs; Video Games; High School Students; Informal Education; Science Education + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Educational policy; Bildungspolitik; Informationstechnologie; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Heuristik; Cultural influence; Kultureinfluss; Educational Innovation; Bildungsinnovation; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Video game; Videospiel; Videospiele; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung
Abstract	This paper argues that the emphasis on orchestration as a metaphor for teaching in technology-enhanced learning (TEL) environments, featured in recent academic discussions, is an opportunity to broaden the scope of the inquiry into educational technology. Drawing on sociological literature and research that investigated the systemic factors that influence the uptake of information and communication technologies in formal and informal learning contexts, the paper contends that a focus on instructional design does insufficient justice to the complexities of actual technology use in classrooms and after-school programs. It is suggested, instead, that orchestration might better be used as a heuristic device to deepen our understandings of the relationships between power, bestowed on teachers or claimed by them through a number of strategies, educational technology, and teaching practices. The paper concludes that to fully understand this relationship and to support teachers, concern should be given equally to the existing political and cultural dynamics of TEL environments. Examples of orchestration as a political, cultural process are provided, illustrating how teachers appropriate technology and "innovative" pedagogies to negotiate power. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10