Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework |
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| Authors: | Yu-Ta Chien Chun-Yen Chang Ting-Kuang Yeh Kuo-En Chang |
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| Affiliation: | 1. Graduate Institute of Science Education, National Taiwan Normal University, Taiwan;2. Department of Earth Sciences, National Taiwan Normal University, Taiwan;3. Science Education Center, National Taiwan Normal University, Taiwan;4. Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan |
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| 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. |
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| Keywords: | Technology integration Teacher education Teacher preparation Instructional design |
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