Working the system : Development of a system model of technology integration to inform learning task design

There has been extensive investigation into factors affecting digital technology integration in learning and teaching, but the complexity of integration continues to elude understanding. Thus, questions about how digital technologies can be best used to support learning persist. This paper argues th...

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Veröffentlicht in:British journal of educational technology Jg. 50; H. 1; S. 326 - 341
Hauptverfasser: Howard, Sarah K., Thompson, Kate, Yang, Jie, Ma, Jun
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Coventry Wiley-Blackwell 01.01.2019
Blackwell Publishing Ltd
Schlagworte:
Complex systems
Complexity
Data mining
Digital technology
Educational technology
Foreign Countries
Group Activities
Group Instruction
ICT in education
Innovations
Instructional Design
Learning
Learning experience
Secondary education
Student Attitudes
Student beliefs
Student Experience
Students
Systems Approach
Teachers
Teaching
Teaching Methods
Technology Integration
Technology Uses in Education
Australia
ISSN:0007-1013, 1467-8535
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Zusammenfassung:There has been extensive investigation into factors affecting digital technology integration in learning and teaching, but the complexity of integration continues to elude understanding. Thus, questions about how digital technologies can be best used to support learning persist. This paper argues that methods designed to address complex systems are needed to understand the interplay between teaching, learning and digital technologies. Starting with a developing system model of teachers' technology integration, this study revises the model to include factors of students' experience using digital technologies and beliefs about learning. The revised model is then used to demonstrate possible effects of student experiences in a technologically integrated group learning task. Analysis draws on data from a large-scale Australian study of technology innovation (N=7406). Data mining techniques are used to identify patterns of students' technology use and perceptions of group work. Findings inform revision of the model to include factors of students' experience and learning and their effects on teachers' practice. Implications for learning design and students' learning experiences are explored. [Author abstract]
Bibliographie:Refereed article. Includes bibliographical references.
British Journal of Educational Technology; v.50 n.1 p.326-341; January 2019
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12560