16 SES 16 C JS, Digital Technology in School: Designing large scale interventions and corresponding research Part 1
Joint Symposium NW 16 and NW 27 to be continued in 16 SES 17 C JS
Background. In Switzerland, the new unified curriculum now emphasizes education with and in technology (D-EDK, 2016). The question is, how well prepared student teachers are to implement technological contents. Theory. The Technology Integration Planning Cycle (Hutchison & Colwell, 2016) shows serveral contraints in using technology for instruction. With reference to Peschel and Koch (2014) constraints can imply teacher-related, resource-related and pupil-related barriers. These factors may not only hinder the use of technology for instruction, but also instruction to understand technology. Method. 69 pre-service teachers were assessed on the expected resources and pupil-oriented obstacles in the implementation of technology instruction, the in-school collaboration to support technology education, and the intention to implement technology instruction. Results. In-school support and collaboration improve the intention to implement technology instruction, as well as instructional resources/ material. Teachers do not see any student-oriented obstacles. Discussion. Student teachers do not feel prepared to implement technology in instruction. Teacher education and practice research need to address this. As in-school collaboration can facilitate technology implementation, collegial knowledge management should be supported. The large-scale Swiss Science Education project (Koch et al, 2015) will be dicussed as a model of an individualized, collaboration-oriented black-box quasi-experiment.
D-EDK. (2016). Lehrplan 21. In Deutschschweizer-Erziehungsdirektoren-Konferenz (Hrsg.), http://v-ef.lehrplan.ch/. Abgerufen von http://v-ef.lehrplan.ch Hutchison, A., & Colwell, J. (2016). Preservice Teachers’ Use of the Technology Integration Planning Cycle to Integrate iPads Into Literacy Instruction. Journal of Research on Technology in Education, 48(1), 1–15. Koch, A. F., Stübi, C., Felchlin, I., & Labudde, P. (2015). SWiSE - Research and Development in Practice. EAPRIL conference proceedings 2014., (1), 194–208. Peschel, M., & Koch, A. F. (2014). Lehrertypen - Typisch Lehrer? Clusterungsversuche im Projekt SUN. In S. Bernholt (Hrsg.), Naturwissenschaftliche Bildung zwischen Science- und Fachunterricht, Gesellschaft für Didaktik der Chemie und Physik (GDCP), Jahrestagung in München 2013. (Bd. 34, S. 216–218). Kiel: Institut für die Pädagogik der Naturwissenschaften und Mathematik.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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