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ETR & D Archive
2005 Volumes
* Vol 53 No. 4
* Vol. 53 No. 3
* Vol. 53 No. 2
* Vol. 53 No. 1
2004 Volumes
2003 Volumes
2002 Volumes
2001 Volumes
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| Volume 53 Number 4
2005 |
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Editors, Editorial Board, Consulting Editors |
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| Research |
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Design-Based Research and
Technology-Enhanced Learning Environments
Feng Wang
Michael J. Hannafin
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During the past decade, design-based research
has demonstrated its potential as a
methodology suitable to both research and
design of technology-enhanced learning
environments (TELEs). In this paper, we
define and identify characteristics of
design-based research, describe the importance
of design-based research for the development of
TELEs, propose principles for implementing
design-based research with TELEs, and
discuss future challenges of using this
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Teacher Pedagogical Beliefs: The Final Frontier
in Our Quest for Technology Integration?
Peggy A. Ertmer |
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Although the conditions for successful
technology integration finally appear to be in
place, including ready access to technology,
increased training for teachers, and a favorable
policy environment, high-level technology use
is still surprisingly low. This suggests that
additional barriers, specifically related to
teachers’ pedagogical beliefs, may be at work.
Previous researchers have noted the influence
of teachers’ beliefs on classroom instruction
specifically in math, reading, and science, yet
little research has been done to establish a
similar link to teachers’ classroom uses of
technology. In this article, I argue for the
importance of such research and present a
conceptual overview of teacher pedagogical
beliefs as a vital first step. After defining and
describing the nature of teacher beliefs,
including how they are likely to impact
teachers’ classroom practice, I describe
important implications for teacher professional
development and offer suggestions for future
research. |
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| Development |
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Direct Instruction Revisited:
A Key Model for Instructional Technology
Susan G. Magliaro
Barbara B. Lockee
John K. Burton |
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Rooted in behavioral theory, particularly the
radical or selectivist behaviorism of B.F.
Skinner (1953, 1954, 1966, 1968, 1974), the
direct instruction (DI) approach to teaching is
now well into its third decade of influencing
curriculum, instruction, and research. It is
also in its third decade of controversy. Our
purpose is to present the DI model with the
notion that the designer can and should use
the model effectively based on appropriate
assessment of the learners, content, context,
and task at hand. To accomplish our goal, we
begin with a general discussion of the basic DI
framework, followed by a summary of the
major DI models that have been used in live
instructional contexts. We then shift to a
review of how DI has been used in
technology-based learning environments.
Finally, we conclude with a look into the
future of DI. |
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Promoting Technology Integration Through
Collaborative Apprenticeship
Evan Glazer
Michael J. Hannafin
Liyan Song |
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Teachers often learn technology skills and
integration strategies in intensive seminars,
ineffective means for professional learning
because experiences are seldom transferred to
instructional practices. Thus, effective
technology integration requires teachers to
obtain learning experiences within the context
of their teaching so they can practice, reflect,
and modify their practices. Learning in a
teaching community is a social process that
involves ongoing, on-site, and just-in-time
support. Teachers need avenues to continually
interact to provide such support across all
members of the community. Collaborative
Apprenticeship, a professional development
model featuring reciprocal interactions, is one
such approach to promoting technology
integration. Teachers experienced in
technology use serve as mentors of
peer-teachers’ technology applications aimed at
improving instruction. Technology is
progressively infused as peer-teachers learn to
design technology-rich lessons from their
technology-savvy peers through modeling,
collaboration, and coaching. |
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Unique Metadata Schemas:
A Model for User-Centric Design of a
Performance Support System
Steven C. Schatz |
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Learning object technology is viewed as a
method for fast retrieval. This effort is on
developing unique schemas for a targeted
group to aid efficient retrieval. In this article, I
study a user-centric model for developing tags
for K–12 educators that is based on user needs,
expectations, and problems. I use a
combination of techniques from human
performance technology and Sensemaking® to
gather and analyze data from potential users.
The resultant tag set is simple enough that
researchers may envision a performance
support system where users may quickly and
easily tag and add objects to the system. This
opens the door to the creation of systems
designed for groups with homogenous
information needs, with unique metatags,
populated largely with objects and information
brought into the system by the users. |
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| Departments
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BOOK REVIEW
Linda Lohr, Editor
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Instructor Competencies: Standards for
Face-to-Face, Online, and Blending
Settings.
James D. Klein, J. Michael
Spector, Barbara Grabowski, and Ileana de
la Teja.
Reviewed by Marcie J. Bober |
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INTERNATIONAL REVIEW
Abbas Johari, Editor
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An Exposition of the Crucial Issues in
China’s Educational Informatization
By ShengQuan Yu, Minjuan Wang, and
Haoyang Che
Distance Education in Malawi
By Ross A. Perkins, Simeon M. Gwayi,
Paxton A. Zozie, and Barbara B. Lockee
Construction of E-learning Environments
in Korea
By Chul-joo Kim and Rowena Santiago
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| Call for Manuscripts
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ETR&D invites papers dealing with research in instructional
development and technology and related issues
involving instruction and learning.
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