Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation

Autor/inn/en	Aubusson, Peter; Burke, Paul; Schuck, Sandy; Kearney, Matthew; Frischknecht, Bart
Titel	Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation
Quelle	In: Educational Researcher, 43 (2014) 5, S.219-229 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X14537115
Schlagwörter	Experiments; Technology Uses in Education; Statistical Analysis; Instruction; Decision Making; Selection; Elementary School Teachers; Learning Activities; Foreign Countries; Teacher Surveys; Preferences; Teacher Attitudes; Correlation; Australia + Suchen Sie Ihr Suchwort? Erprobung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Teaching process; Unterrichtsprozess; Decision-making; Entscheidungsfindung; Auslese; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernaktivität; Ausland; Lehrerverhalten; Korrelation; Australien
Abstract	This article reports on the pioneering use in education of Discrete Choice Experiments (DCEs) to assess teachers' decisions regarding deployment of rich tasks. The incorporation of this quantitative method into what is usually considered the domain of qualitative researchers is an innovative feature of this study. The DCEs enabled rigorous, reliable, and efficient investigation of the relationships between attributes of the complex environment in which teachers operate. The findings articulate the choices made by teachers related to rich task pedagogy, technology use, and other resources. Understanding the influences on these choices will inform the adoption and adaptation of productive technologies, improve dissemination of good practices, and enhance the design of digital technologies, resulting in better student learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10