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

• 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
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2011.12.005

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.