教師著作

Browse

Now showing 1 - 1 of 1

Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework
(Elsevier, 2012-05-01) Chien, Y. T.; Chang, C. Y.; Yeh, T. K.; Chang, K. E.
This 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.