TEL design is not a distinct teacher competence but part of ordinary learning design¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? From the viewpoint of teacher competences, there is no need for specific attention to TEL; TEL is an artefact of the times and the newest tool in the teacher's arsenal. → 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

Theoretical argument in the premise section: the author reasons by analogy to other professions (doctor, chef) that the five core competencies are unchanged by new tools, so TEL design needs no separate course or competence, just as chefs are not taught a separate course on induction ranges.

"Thus, from the viewpoint of teacher competences, there is really no need for specific attention to TEL. TEL is an artefact of the times, and is essentially the educational equivalent of part of the expert chef’s arsenal of tools, techniques and ingredients."

Discussion¶

Related Claims¶

• Teachers designing TEL face serious constraints of time, expertise and endorsement — related
• Special issue findings are soft: small-scale case studies limit generalizability — related
• Practitioners hold that general instructional design principles are universal but must be separated from culturally specific applications — related