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Teachers’ private theories and their design of technology‐based learning
Author(s) -
Churchill Daniel
Publication year - 2006
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2005.00554.x
Subject(s) - context (archaeology) , set (abstract data type) , educational technology , technology integration , sociology , vocational education , learning theory , pedagogy , mathematics education , knowledge management , engineering ethics , psychology , computer science , engineering , paleontology , biology , programming language
This study explores the private theories of four vocational education teachers in Singapore who have engaged in the design of technology‐based learning for their own classes. The understanding of teachers’ private theories is important in the context of contemporary educational reforms, which emphasise the shift towards student‐centred practices and technology integration. As teachers learn to change strategies and utilise technology, they might also need to transform aspects of their private theories that could impede effective technology integration and lead them to continue with outdated educational practice. This study aims to understand and explicate areas of private theories that impede the effective design of student‐centred technology‐based learning. The final outcome of the study was a set of propositions for readers to examine for the possible application in their own environments.