Open Universiteit

Please use this identifier to cite or link to this item:
Title: Design research in early literacy within the zone of proximal implementation
Authors: McKenney, Susan
Kirschner, Paul A.
Voogt, Joke
Keywords: design
Issue Date: 28-Dec-2012
Abstract: Despite intentions to the contrary, insights on pedagogically appropriate innovations with representative teachers in everyday school settings are severely limited. In part, this is because (design) research is often conducted at the bleeding edge of what is possible, exploring innovative uses of new technologies and/or emerging theories, while insufficient research and development work focuses on what is practical, today. This leaves a problematic gap between what could be useful research in theory, and what can be useful research in practice. This paper calls for (design) researchers to attend to factors that determine if and how innovations are understood, adopted and used by teachers and schools, and gives one example of how this was tackled in the domain of early literacy. Across ten studies, researchers collected data that helped shape an intervention that can be implemented by representative teachers, for diverse learners, in varied school settings.
Description: McKenney, S., Kirschner, P. A., & Voogt, J. (2012, 2-6 July). Design research in early literacy within the zone of proximal implementation. Paper presentation at the annual meeting of the International Society of the Learning Sciences, Sydney, Australia. Please see also:
Appears in Collections:2. LC: Presentations

Files in This Item:
File Description SizeFormat 
2012-McKenneyKirschnerVoogt.pdf568.51 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons