Development of Design Guidelines for Tools to Promote Differentiated Instruction in Classroom Teaching

Autor/inn/en	Cha, H. J.; Ahn, M. L.
Titel	Development of Design Guidelines for Tools to Promote Differentiated Instruction in Classroom Teaching
Quelle	In: Asia Pacific Education Review, 15 (2014) 4, S.511-523 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-014-9337-6
Schlagwörter	Individualized Instruction; Guidelines; Educational Resources; Access to Education; Design Requirements; Theories; Interviews; Elementary School Teachers; Parents; Administrators; Special Education Teachers; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Richtlinien; Bildungsmittel; Education; Access; Bildung; Zugang; Bildungszugang; Design preferences; Gestaltungsmittel; Theory; Theorie; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Eltern; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Ausland; Korea; Republik
Abstract	The purpose of this study was to elicit design guidelines for a teacher tool to support students' diverse needs by facilitating differentiated instructions (DIs). The study used a framework based on activity theory and principles from universal design for learning. As for the research methods, design-based research methods were adopted, and as the first step, this study selected and interviewed four teachers and five community members. As a result, it identified facilitating and conflicting factors in practicing DI and analyzing the activity system in teaching for DI. From this analysis, specific user requirements were identified as blueprints for the design of new tools as mediating strategies. Furthermore, the findings helped establish five design guidelines for teacher tools to encourage DI practice. This study has implications for a teacher application as a mediating tool, which will facilitate DI practice by developing an understanding of teachers' needs and the challenges they face in DI activities. It also presents a methodology for eliciting users' requirements as the first step of design-based research to leads to innovations embodied in specific theoretical claims. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10