This formative research study used situated learning framework (Herrington & Oliver 2000) as the design theory to guide the transformation of an educational technology course for pre-service teachers. Data were collected from one question on 157 final exams over two semesters. The question prompted students to describe their course experience compared with the initial learning goal they had set for themselves, their perceptions of teaching with technology as a result of the course, and new learning goals they had as a result of the course. Student data indicates situated learning framework was effective in creating an authentic learning experience. Lessons learned from this design experience are shared to further the situated learning framework and for the benefit of other designers of educational technology classes for pre-service teachers.
Journal of Formative Design in Learning – Springer Journals
Published: Jun 22, 2017
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