Modes of Teacher Participation in the Digitalization of School

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Modes of Teacher Participation in the Digitalization of School. / Dirckinck-Holmfeld, Lone; Ipsen, Bertil Johannes; Tamborg, Andreas Lindenskov; Dreyøe, Jonas; Brink Allsopp, Benjamin; Misfeldt, Morten.

In: Designs for learning, Vol. 11, No. 1, 2019, p. 64-71.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Dirckinck-Holmfeld, L, Ipsen, BJ, Tamborg, AL, Dreyøe, J, Brink Allsopp, B & Misfeldt, M 2019, 'Modes of Teacher Participation in the Digitalization of School', Designs for learning, vol. 11, no. 1, pp. 64-71. https://doi.org/10.16993/dfl.109

APA

Dirckinck-Holmfeld, L., Ipsen, B. J., Tamborg, A. L., Dreyøe, J., Brink Allsopp, B., & Misfeldt, M. (2019). Modes of Teacher Participation in the Digitalization of School. Designs for learning, 11(1), 64-71. https://doi.org/10.16993/dfl.109

Vancouver

Dirckinck-Holmfeld L, Ipsen BJ, Tamborg AL, Dreyøe J, Brink Allsopp B, Misfeldt M. Modes of Teacher Participation in the Digitalization of School. Designs for learning. 2019;11(1):64-71. https://doi.org/10.16993/dfl.109

Author

Dirckinck-Holmfeld, Lone ; Ipsen, Bertil Johannes ; Tamborg, Andreas Lindenskov ; Dreyøe, Jonas ; Brink Allsopp, Benjamin ; Misfeldt, Morten. / Modes of Teacher Participation in the Digitalization of School. In: Designs for learning. 2019 ; Vol. 11, No. 1. pp. 64-71.

Bibtex

@article{7fc89e93d09b4c789c9d5a5afbfeed4a,
title = "Modes of Teacher Participation in the Digitalization of School",
abstract = "Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers{\textquoteright} appropriation of digital technologies.",
author = "Lone Dirckinck-Holmfeld and Ipsen, {Bertil Johannes} and Tamborg, {Andreas Lindenskov} and Jonas Drey{\o}e and {Brink Allsopp}, Benjamin and Morten Misfeldt",
year = "2019",
doi = "10.16993/dfl.109",
language = "English",
volume = "11",
pages = "64--71",
journal = "Designs for Learning",
issn = "1654-7608",
publisher = "Department of Didactic Sciences, Stockholms university",
number = "1",

}

RIS

TY - JOUR

T1 - Modes of Teacher Participation in the Digitalization of School

AU - Dirckinck-Holmfeld, Lone

AU - Ipsen, Bertil Johannes

AU - Tamborg, Andreas Lindenskov

AU - Dreyøe, Jonas

AU - Brink Allsopp, Benjamin

AU - Misfeldt, Morten

PY - 2019

Y1 - 2019

N2 - Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies.

AB - Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies.

U2 - 10.16993/dfl.109

DO - 10.16993/dfl.109

M3 - Journal article

VL - 11

SP - 64

EP - 71

JO - Designs for Learning

JF - Designs for Learning

SN - 1654-7608

IS - 1

ER -

ID: 228085430