Teachers designing TEL face serious constraints of time, expertise and endorsement¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q1 i? Teachers typically have little time, limited expertise and rarely any formal endorsement for their design efforts, and lack workspace or down time to maintain professionalism. → Kirschner 2015

Evidence¶

Kirschner 2015¶

Kirschner, P. A. (2015). Do we need teachers as designers of technology enhanced learning? Instructional Science, 43, 309–322. https://doi.org/10.1007/s11251-015-9346-9

q1 · i? · theoretical · r3

Descriptive statement in the ecology-of-education section, set against research suggesting teacher involvement in curriculum design can yield effective professional development and sustainable innovations, and against policy, research and practice demands for teacher design.

"Teachers typically have little time, limited expertise and rarely any formal endorsement for their design efforts. They are also one of the few, if not the only, professional group that in most countries does not have their own work space or ‘down time’ during the day to maintain and increase the professionalism."

Discussion¶

Related Claims¶

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