Home > Research > Publications & Outputs > The TRiTS model

Links

Text available via DOI:

View graph of relations

The TRiTS model: teacher roles in introducing digital technology into a school curriculum

Research output: Contribution to journalJournal articlepeer-review

Published

Standard

The TRiTS model : teacher roles in introducing digital technology into a school curriculum. / Rubegni, E.; Landoni, M.

In: Cognition, Technology and Work, Vol. 18, No. 2, 01.05.2016, p. 237-248.

Research output: Contribution to journalJournal articlepeer-review

Harvard

APA

Vancouver

Author

Rubegni, E. ; Landoni, M. / The TRiTS model : teacher roles in introducing digital technology into a school curriculum. In: Cognition, Technology and Work. 2016 ; Vol. 18, No. 2. pp. 237-248.

Bibtex

@article{19433ea933c648d098eaa08eebe06144,
title = "The TRiTS model: teacher roles in introducing digital technology into a school curriculum",
abstract = "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. {\textcopyright} 2015, Springer-Verlag London.",
keywords = "Co-design, Digital storytelling, Formal education, Interaction design for children, Mobile learning, Technology in education, Curricula, E-learning, Education computing, Engineering education, Teaching, Co-designs, Interaction design, Mobile Learning, Technology in educations, Education",
author = "E. Rubegni and M. Landoni",
year = "2016",
month = may,
day = "1",
doi = "10.1007/s10111-015-0360-0",
language = "English",
volume = "18",
pages = "237--248",
journal = "Cognition, Technology and Work",
issn = "1435-5558",
publisher = "Springer-Verlag,",
number = "2",

}

RIS

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 -