Formulating Guidelines for Instructional Planning in Technology Enhanced Learning Environments

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Lim, C.P. (2009). Formulating Guidelines for Instructional Planning in Technology Enhanced Learning Environments. Journal of Interactive Learning Research, 20(1), 55-74. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24462.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 20, Issue 1, January 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Author

Cher Ping Lim, Edith Cowan University, Australia

Abstract

Several studies have shown the complexities that teachers faced when planning for instruction in technology enhanced learning environments (TELE). Although classroom-oriented instructional development (ID) models have the potential to help teachers think and plan for effective instruction with technology, teachers are often reluctant to use these models. This article aims to formulate a set of guidelines that will be adopted by teachers for instructional planning in TELE. By examining three existing ID models (Reiser & Dick, 1996; Morrison, Ross, & Kemp, 2004; Smaldino, Russell, Heinich, & Molenda, 2005) through the activity theoretical lens, five guidelines are formulated for mediating instructional planning in TELE: (1) adopt a nonlinear and non-sequential treatment of ID elements; (2) account for decisions made by other participants; (3) recognize teachers' interactions with their instructional and sociocultural-historical contexts; (4) facilitate teachers' re-examination of their existing practices to identify contradictions in his/her instructional planning process; and (5) support teachers' formulation of solutions to the contradictions and employment of transformed practices for effective instruction.

Keywords

• Classrooms
• Schools
• Teachers
• Instructional Design
• Professional Development
• Computers
• Information Communication Technologies

Also Read

• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• The Effects of Epistemic Belief and Discussion-Facilitating Strategy on Interaction and Satisfaction in Online Discussion
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
• Do Entry Characteristics of Online Learners Affect Their Satisfaction?
• Research Highlights in Technology and Teacher Education 2009
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension
• Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences

Tags