A Study of Teachers' Use of Online Learning Resources to Design Classroom Activities

Authors

M. Recker, Utah State UniversityFollow
A. Walker, Utah State UniversityFollow
S. Giersch, National Science Digital Library
X. Mao, Utah State University
B. Palmer, Utah State University
D. Johnson, Utah State University
H. Leary, Utah State UniversityFollow
B. Robertshaw, Utah State University

Document Type

Article

Journal/Book Title/Conference

New Review of Hypermedia and Multimedia

Volume

13

Issue

2

Publisher

Taylor & Francis

Publication Date

12-7-2007

First Page

117

Last Page

134

Abstract

While much progress has been made on the technical design and development of digital libraries, much less is known about how and why education digital library content and associated tools can support and enhance the activities of educators in their professional work. This article elaborates a conceptual framework that characterizes teachers' practices when using online learning resources (called 'teaching as design'), and a professional development model aimed at increasing teachers' capacity for designing learning activities in the context of authentic practice. Findings from two workshop implementations showed positive impacts on teachers' knowledge, attitudes, and subsequent behaviors using online learning resources. An analysis of teacher created activities indicates a relationship between the form of design (offload, adaption, or improvisation) and the granularity of the learning objects utilized in the activity.

Comments

Originally published by Taylor & Francis. Publisher's PDF and HTML fulltext available through remote link.

Recommended Citation

Recker, M., Walker, A., Giersch, S., Mao, X., Palmer, B., Johnson, D. Leary, H., and Robertshaw, B. (2007). A Study of Teachers' Use of Online Learning Resources to Design Classroom Activities. New Review of Multimedia and Hypermedia, 13(2), 117-134.