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dc.contributor.authorChien, Y. T.en_US
dc.contributor.authorChang, C. Y.en_US
dc.contributor.authorYeh, T. K.en_US
dc.contributor.authorChang, K. E.en_US
dc.description.abstractThis paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.en_US
dc.relationTeaching and Teacher Education, 28(4), 578-588.en_US
dc.subject.otherTechnology integrationen_US
dc.subject.otherTeacher educationen_US
dc.subject.otherTeacher preparationen_US
dc.subject.otherInstructional designen_US
dc.titleEngaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE frameworken_US
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