Flipping the focus: An innovative design strategy to support technology integration in teacher education

Article

Jacka, Lisa. 2023. "Flipping the focus: An innovative design strategy to support technology integration in teacher education." International Journal of Technology Enhanced Learning. 15 (4), pp. 397-411. https://doi.org/10.1504/IJTEL.2023.133778

Article Title	Flipping the focus: An innovative design strategy to support technology integration in teacher education
ERA Journal ID	41316
Article Category	Article
Authors	Jacka, Lisa
Journal Title	International Journal of Technology Enhanced Learning
Journal Citation	15 (4), pp. 397-411
Number of Pages	14
Year	2023
Publisher	Inderscience Publishers
Place of Publication	Switzerland
ISSN	1753-5255
	1753-5263
Digital Object Identifier (DOI)	https://doi.org/10.1504/IJTEL.2023.133778
Web Address (URL)	https://www.inderscienceonline.com/doi/abs/10.1504/IJTEL.2023.133778
Abstract	Initial Teacher Education (ITE) students are exposed to educational technologies through faculty modelling, content delivery and personal use. However, translating knowledge and skills into PK-12 school integration remains elusive for many graduate teachers. The research in this paper illustrates an innovative approach to shift ITE students’ mindset about PK-12 technology integration. The focus was flipped to explore deep learning competencies as the driver for the use of digital technologies. The new pedagogies for deep learning six Cs provided the framework for the design based research undertaken between 2017 and 2020. Data from 113 students revealed that they gained valuable skills and attributes to support their future integration.
Keywords	online education; innovation; digital educational technology; deep learning; UX design.
Contains Sensitive Content	Does not contain sensitive content
ANZSRC Field of Research 2020	390405. Educational technology and computing
	390303. Higher education
	390113. Science, technology and engineering curriculum and pedagogy
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	School of Education

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