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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6303
Title: Do we need teachers as designers of technology enhanced learning?
Authors: Kirschner, Paul A.
Keywords: Instructional Design
Teachers
Technology Enhanced Learning
Issue Date: 2015
Citation: Kirschner, P. A. (2015). Do we need teachers as designers of technology enhanced learning? Instructional Science, 43, 309-322. doi 10.1007/s11251-015-9346-9
Abstract: 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.
URI: http://hdl.handle.net/1820/6303
Appears in Collections:1. FEEEL Publications, books and conference papers

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