Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design
Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design
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DOI：
10.1007/s10972-016-9459-2
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发表时间：
2016-01-01
影响因子：
1.9
通讯作者：
Linn, Marcia
中科院分区：
文献类型：
--
作者：
Matuk, Camillia;Gerard, Libby;Linn, Marcia
技术可以通过多种方式提高教师的实践能力。它可以帮助他们更好地了解学生的思维模式，在个人和小组层面管理课堂进度，并获得证据，为课程和教学的修改提供信息。当这种技术与教师的目标和期望相一致时，它是最有效的。广泛建议采用启发式方法，让教师密切参与设计过程，以确定满足用户需求的准确设计要求。通过与研究人员合作，教师可以贡献他们的专业知识来塑造他们的实践工具，并最终确保其持续使用。然而，很少有指导可用于保持有效的教师-研究人员设计伙伴关系。我们描述了四种策略，用于让教师参与设计旨在支持和增强他们在基于网络的科学学习环境中的实践的工具：讨论物理工件、对场景做出反应、定制原型和编写用户故事。使用设计工件和教师的反思文件，我们说明了我们如何应用这些技术超过5年的年度专业发展研讨会，并检查他们的启示，引发教师的想法。我们反思这些方法如何帮助通知技术改进和创新。此外，我们还讨论了这些策略的进一步好处，鼓励教师反思自己的实践和技术在支持它的作用，并让研究人员获得更深入的了解技术，教学和设计之间的关系。
Technology can enhance teachers' practice in multiple ways. It can help them better understand patterns in their students' thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers' goals and expectations. Participatory methods, which involve teachers closely in the design process, are widely recommended for establishing accurate design requirements that address users' needs. By collaborating with researchers, teachers can contribute their professional expertise to shape the tools of their practice, and ultimately ensure their sustained use. However, there is little guidance available for maintaining effective teacher-researcher design partnerships. We describe four strategies for engaging teachers in designing tools intended to support and enhance their practice within a web-based science learning environment: discussing physical artifacts, reacting to scenarios, customizing prototypes, and writing user stories. Using design artifacts and documents of teachers' reflections, we illustrate how we applied these techniques over 5 years of annual professional development workshops, and examine their affordances for eliciting teachers' ideas. We reflect on how these approaches have helped inform technology refinements and innovations. We moreover discuss the further benefits these strategies have had in encouraging teachers to reflect on their own practice and on the roles of technology in supporting it; and in allowing researchers to gain a deeper understanding of the relationship between technology, teaching, and design.