Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - The TRiTS model
T2 - teacher roles in introducing digital technology into a school curriculum
AU - Rubegni, E.
AU - Landoni, M.
PY - 2016/5/1
Y1 - 2016/5/1
N2 - The wide use of digital technology for educational purposes opens up some issues regarding its integration within the school curriculum. Our research aims to contribute to the current discussion about how mobile/portable technology can be integrated into formal education. In this perspective, we consider digital technology and media as a potential integral part of school activity that could effectively support educational achievement. However, the way in which it is applied by teachers in a real context can substantially change its impact on effective achievements. In our research, we extensively investigated the role of the teacher in using digital technology for stimulating and prompting classroom activities in class in-line with the school curriculum. In this paper, we first present a model that illustrates the roles of teachers in transforming digital technology as a resource for developing skills as required in educational curricula. The teacher role in introducing technology at school—TRiTS—model has been conceived by combining relevant literature and findings from a case study that we have been running in a primary school over the last 4 years. We then discuss the influence of the different teacher roles on students (their attitude and level of participation), as emerged from our study. © 2015, Springer-Verlag London.
AB - The wide use of digital technology for educational purposes opens up some issues regarding its integration within the school curriculum. Our research aims to contribute to the current discussion about how mobile/portable technology can be integrated into formal education. In this perspective, we consider digital technology and media as a potential integral part of school activity that could effectively support educational achievement. However, the way in which it is applied by teachers in a real context can substantially change its impact on effective achievements. In our research, we extensively investigated the role of the teacher in using digital technology for stimulating and prompting classroom activities in class in-line with the school curriculum. In this paper, we first present a model that illustrates the roles of teachers in transforming digital technology as a resource for developing skills as required in educational curricula. The teacher role in introducing technology at school—TRiTS—model has been conceived by combining relevant literature and findings from a case study that we have been running in a primary school over the last 4 years. We then discuss the influence of the different teacher roles on students (their attitude and level of participation), as emerged from our study. © 2015, Springer-Verlag London.
KW - Co-design
KW - Digital storytelling
KW - Formal education
KW - Interaction design for children
KW - Mobile learning
KW - Technology in education
KW - Curricula
KW - E-learning
KW - Education computing
KW - Engineering education
KW - Teaching
KW - Co-designs
KW - Interaction design
KW - Mobile Learning
KW - Technology in educations
KW - Education
U2 - 10.1007/s10111-015-0360-0
DO - 10.1007/s10111-015-0360-0
M3 - Journal article
VL - 18
SP - 237
EP - 248
JO - Cognition, Technology and Work
JF - Cognition, Technology and Work
SN - 1435-5558
IS - 2
ER -