Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/738
Title: Effects of expertise on teachers’ technology-supported teaching scripts
Authors: Wekerle, Christina
Kollar, Ingo
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Wekerle, C. & Kollar, I. (2018). Effects of expertise on teachers’ technology-supported teaching scripts. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Technology can promote learning if teachers know how to effectively integrate it in the classroom. This might depend on teachers’ expertise. Therefore, we investigated how teachers at four different expertise levels plan their technology-supported lessons. Results indicate only small expertise effects. The potentials of technology are neither fully used by teachers at lower nor by teachers at higher levels of expertise.
URI: https://doi.dx.org/10.22318/cscl2018.1569
https://repository.isls.org//handle/1/738
Appears in Collections:ICLS 2018

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