Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3041
Title: Scaffolding teacher adaptation by making design intent explicit
Authors: Lin, Hsien-Ta
Fishman, Barry
Issue Date: Jun-2009
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Lin, H. & Fishman, B. (2009). Scaffolding teacher adaptation by making design intent explicit. In Dimitracopoulou, A., O'Malley, C., Suthers, D., & Reimann, P. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Community Events Proceedings (pp. 159-161). Rhodes, Greece: International Society of the Learning Sciences.
Abstract: Fostering adaptations that are congruent with designers' original intentions is a constant challenge. In this paper, we explore a technology-facilitated means of scaffolding teacher adaptation of curriculum materials design. We found that teachers are able to inspect multiple aspects of connections within and between lessons and the consequences of their modifications. This study informs the design of environments that aim to support mutual understanding between teachers and curriculum designers with respect to curriculum coherence.
URI: https://doi.dx.org/10.22318/cscl2009.2.159
https://repository.isls.org//handle/1/3041
Appears in Collections:CSCL 2009

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