Modes of Teacher Participation in the Digitalization of School

Lone Dirckinck-Holmfeld; Bertil Johannes Ipsen; Andreas Lindenskov Tamborg; Jonas Dreyøe; Benjamin Brink Allsopp; Morten Misfeldt

doi:10.16993/dfl.109

Modes of Teacher Participation in the Digitalization of School

Volume 11 (2019): Issue 1

By: Lone Dirckinck-Holmfeld , Bertil Johannes Ipsen , Andreas Lindenskov Tamborg , Jonas Dreyøe , Benjamin Brink Allsopp and Morten Misfeldt

Open Access

|Jun 2019

Abstract

Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies.

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Articles in this issue

DOI: https://doi.org/10.16993/dfl.109 | Journal eISSN: 2001-7480

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Language: English

Page range: 63 - 71

Submitted on: May 1, 2018

Accepted on: Apr 15, 2019

Published on: Jun 24, 2019

Published by: Stockholm University Press

In partnership with: Paradigm Publishing Services

Keywords:

Participatory data design,

future workshops,

educational technology,

teacher participation,

digitalisation

© 2019 Lone Dirckinck-Holmfeld, Bertil Johannes Ipsen, Andreas Lindenskov Tamborg, Jonas Dreyøe, Benjamin Brink Allsopp, Morten Misfeldt, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 11 (2019): Issue 1