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|Title:||A Learning Sciences Perspective on the Development of Teachers’ Digital Thinking|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Chang, Y. (2018). A Learning Sciences Perspective on the Development of Teachers’ Digital Thinking. 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:||This case study explored pre-service teachers’ development of digital identity by uncovering their thinking on technology as connected with pedagogy to construct learning activities. 27 participants’ learning artifacts (e.g. an open-ended questionnaire about digital tool selections) were collected throughout a 14-week licensure course. Primary findings showed that teachers’ perceptions of digital tools shifted from a single-purpose to a versatile-purposed approach, presenting the growth of digital identity with pedagogical changes toward to student-centered design.|
|Appears in Collections:||ICLS 2018|
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