Technology required by teachers to customise technology-enhanced units

This is the 2nd post (first here) looking at Instructional Science 43(2) on the topic of “Teachers as designers of technology enhanced learning”. This post looks at Matuk et al (2015) In summary The claim is that the ability for teachers to customise is positive for learning. Teachers’ involvement in curriculum design is essential for

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Teachers as designers of technology enhance learning?

Some colleagues and I are starting to wonder about what type of “digital knowledge” teachers might need. This is occurring in the context of a re-design of a Bachelor of Education. This particular post is a summary of reading and thinking about ideas outlined in Kirschner (2015) and related writings. Apparently Instructional Science 43(2) feature

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What type of "digital knowledge" does a teacher need?

Apparently teacher education has a technology knowledge problem. The 2015 Horizon Report for K-12 lists as it’s second “Solvable Challenge” (defined as “Those that we understand and know how to solve”) the problem of “Integrating Technology in Teacher Education“. It includes statements such as Teacher training still does not acknowledge the fact that digital media

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