Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16583
Title: 
Design for scalability: From a class intervention to a level intervention
Authors: 
Issue Date: 
2014
Series/Report no.: 
Research Brief;14-001;
Abstract: 
Studying teacher enactment of an innovation helps us understand the process of effective spread of a curricular innovation to teachers who have differing levels of content readiness, pedagogical orientations, and different student profiles. Towards this, we explore how different teachers in the same grade level appropriated a common science curriculum enabled by mobile technologies in their classrooms. As curriculum designs are not self-sufficient by themselves, the enactments of the teachers differ in how they leverage on students’ artifacts, how they integrate the technology into the class and in which way they interact with students in a mobile learning setting. We draw implications for the innovative curricula implementation and for teacher
professional development of such innovations with the ultimate purpose of scaling and sustaining.
Description: 
This brief was based on the project OER 16/10 LCK: Design for Scalability: From a Class Intervention to a Level Intervention.
URI: 
ISSN: 
2010-3093
Website: 
Appears in Collections:NIE Research Brief Series

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