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Research Reports

Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: four portraits

Posted on 28 Oct 2015 with 0 comments
Collaboration ICT in education Instructional design

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Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and beliefs: know-what (facts, information); know-why (principles, beliefs) and know-how (ways to shape learning materials and activities). The goal of the present study was to understand the nature of individual teacher contributions during the collaborative design of learning materials and activities for early literacy.


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