Educational Technology by Design: Results from a Survey Assessing its Effectiveness
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Mishra, P. & Koehler, M. (2005). Educational Technology by Design: Results from a Survey Assessing its Effectiveness. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 1511-1517). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19255.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data from a faculty development design seminar in which faculty members worked together with masters students to develop online courses. We developed and administered a survey that assessed the evolution of student- and faculty-participants' learning and perceptions about the learning environment, theoretical and practical knowledge of technology, course content (the design of online courses), group dynamics, and the growth of TPCK. Analyses focused on observed changes between the beginning and end of the semester. Results indicate that learning by design appears to be an effective instructional technique to develop deeper understandings of relationships between content, pedagogy and technology and the contexts in which they function.
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