Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework

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 rol...

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Bibliographic Details
Published in:Teaching and teacher education 2012-05, Vol.28 (4), p.578-588
Main Authors: Chien, Yu-Ta, Chang, Chun-Yen, Yeh, Ting-Kuang, Chang, Kuo-En
Format: Article
Language:English
Subjects:
Education Courses
Educational Technology
Empowerment
Instructional Design
Preservice Teacher Education
Preservice Teachers
Preservice training
Science Education
Science Teachers
Student Role
Teacher education
Teacher preparation
Teacher Role
Teachers
Teaching
Teaching Methods
Technology
Technology Integration
Work roles
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Summary: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. ► A MAGDAIRE framework was deployed in a science teacher education course in Taiwan. ► MAGDAIRE can significantly promote pre-service teachers’ technology competencies. ► MAGDAIRE can facilitate critical reexamination of technology for teaching practice. ► Incorporating this framework into science teacher education courses are discussed.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2011.12.005