Do we need teachers as designers of technology enhanced learning?

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    In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable. The premise underlying this critical view is that technology enhanced learning should not be seen as ‘special’ in comparison to other forms of learning in the teacher’s arsenal. Both practicing professionals and institutions for teacher education must understand and embrace the role of design in professional competencies if technology enhanced learning is ever to be fully integrated into teaching and learning processes.
    Original languageEnglish
    Pages (from-to)309-322
    Number of pages14
    JournalInstructional Science
    Early online date11 Feb 2015
    Publication statusPublished - Mar 2015


    • Instructional Design
    • Teachers
    • Technology Enhanced Learning
    • Competencies
    • Design


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