Co-Creating Learning Designs in Professional Teacher Education: Knowledge Appropriation in the Teacher's Innovation Laboratory

Janika Leoste, Kairit Tammets, Tobias Ley

pp. 131 - 163, download

 

 

Abstract

  

Adoption of technologies in secondary schools is still behind expectations. Investments are often made without a clear educational objective and teachers are not sufficiently involved in the process of creating new teaching and learning methods that would utilize this technology. We contribute to the emerging perspective of learning design by proposing a co-creation-based teacher development program that should lead to more effective pedagogical methods for technology-enhanced learning (TEL) and their adoption in the classroom. Using the Knowledge Appropriation Model, we first analyze social practices of how teachers and university researchers co-create materials and lesson plans for technology-enhanced math lessons in two cases involving N=42 teachers. Building on these results, we propose a professional teacher development program to institutionalize these practices and validate it in another group of N=21 teachers. Our results show that the program enhances knowledge creation, scaffolding and appropriation, and leads to higher expected adoption when meaningful learning designs for TEL are created in equal collaboration of experts from different disciplines. We discuss the necessity to perceive the technology as just one of the components of a fully developed pedagogical-didactical framework. 

 

  

Keywords:  learning design, co-creation, teacher professional development, knowledge appropriation, technology adoption, technology-enhanced learning.

 


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