Teachers’ intuitive approaches to curriculum design

Susan McKenney; Joke Voogt; Ferry Boschman

Teachers’ intuitive approaches to curriculum design

Susan McKenney, Joke Voogt, Ferry Boschman

Research output: Contribution to conference › Paper › Academic

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Abstract

This study explored the process of teachers’ collaborative decision-making when designing curriculum material to be used in a ICT rich learning environment for early literacy. In this study, 9 teachers voluntary participated. This study used semi-structured interviews and concept maps to explore existing orientations towards teaching early literacy in kindergarten with ICT. These results were compared and contrasted with a discourse analysis on the concerns that were raised during the collaborative team discussions when designing a learning environment for early literacy. The findings of this study show that when designing, their discussions mainly pertain to practically relevant issues such as implications of the program in practice, aesthetics of the material and features in the content itself.

Original language	English
Number of pages	5
Publication status	Published - 28 Dec 2012
Event	ISLS annual meeting - Sydney, Australia Duration: 2 Jul 2012 → 6 Jul 2012

Conference

Conference	ISLS annual meeting
Country/Territory	Australia
City	Sydney
Period	2/07/12 → 6/07/12

Keywords

design
teachers

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McKenneyVoogtBoschmanAccepted author manuscript, 55 KB

Cite this

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title = "Teachers{\textquoteright} intuitive approaches to curriculum design",

abstract = "This study explored the process of teachers{\textquoteright} collaborative decision-making when designing curriculum material to be used in a ICT rich learning environment for early literacy. In this study, 9 teachers voluntary participated. This study used semi-structured interviews and concept maps to explore existing orientations towards teaching early literacy in kindergarten with ICT. These results were compared and contrasted with a discourse analysis on the concerns that were raised during the collaborative team discussions when designing a learning environment for early literacy. The findings of this study show that when designing, their discussions mainly pertain to practically relevant issues such as implications of the program in practice, aesthetics of the material and features in the content itself.",

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N2 - This study explored the process of teachers’ collaborative decision-making when designing curriculum material to be used in a ICT rich learning environment for early literacy. In this study, 9 teachers voluntary participated. This study used semi-structured interviews and concept maps to explore existing orientations towards teaching early literacy in kindergarten with ICT. These results were compared and contrasted with a discourse analysis on the concerns that were raised during the collaborative team discussions when designing a learning environment for early literacy. The findings of this study show that when designing, their discussions mainly pertain to practically relevant issues such as implications of the program in practice, aesthetics of the material and features in the content itself.

AB - This study explored the process of teachers’ collaborative decision-making when designing curriculum material to be used in a ICT rich learning environment for early literacy. In this study, 9 teachers voluntary participated. This study used semi-structured interviews and concept maps to explore existing orientations towards teaching early literacy in kindergarten with ICT. These results were compared and contrasted with a discourse analysis on the concerns that were raised during the collaborative team discussions when designing a learning environment for early literacy. The findings of this study show that when designing, their discussions mainly pertain to practically relevant issues such as implications of the program in practice, aesthetics of the material and features in the content itself.

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M3 - Paper

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ER -

Teachers’ intuitive approaches to curriculum design

Abstract

Conference

Keywords

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Cite this