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|Title:||Understanding Teachers’ Collaboration for Designing Technology-Enhanced Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Wang, C. & Gu, X. (2019). Understanding Teachers’ Collaboration for Designing Technology-Enhanced Learning. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 971-972). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||This study examined the effectiveness of teacher collaboration in promoting teachers' attitudes and perceived competence toward design. Team design talk was analyzed. Additional data included teachers' attitude and perceived competence questionnaire. Results showed that teachers' perceived competence toward design improved after collaboration, yet their attitude toward design did not change significantly. Qualitative analysis showed that challenging ideas was found positively correlated to the formation of team shared mental model.|
|Appears in Collections:||CSCL 2019|
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