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Please use this identifier to cite or link to this item: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/46786

Title: Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework
Authors: Yu-Ta,Chien
Contributors: 國立臺灣海洋大學:教育研究所
Keywords: Instructional design
Teacher education
Technology integration
Teacher preparation
Date: 2012
Issue Date: 2018-06-05T06:49:53Z
Publisher: Teaching and Teacher Education
Abstract: Abstract: This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.
Relation: 28(4) pp.578-588
URI: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/46786
Appears in Collections:[教育研究所] 期刊論文

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