Design Talk in Teacher Teams: What Happens During the Collaborative Design of ICT-Rich Material for Early Literacy Learning?

Ferry Boschman, Susan McKenney, Julius Marie Pieters, Joke Voogt

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

While curriculum design in teams has been shown to foster teacher learning and sense of ownership, little is understood about the nature and content of such conversations. This chapter shares the results of an investigation into how teachers draw on existing knowledge and share new insights during the collaborative creation of curriculum material for technology-rich learning in service of early literacy. Design talk was analyzed through four studies involving six teams of teachers, each focusing on different aspects of the conversations. Findings suggest that teacher design talk is dominated by brainstorms, but that learning opportunities are present when complex problems are addressed. Also, the research showed that teachers are naturally inclined to focus primarily on practical problems, but external support can stimulate more substantive engagement. The in-depth analysis of teacher design talk describes teacher reasoning and the internal dynamics of design teams. It may be especially useful to members of (future) teams or their facilitators, to mitigate unrealistic ideals and prepare well for the challenging yet invigorating work of collaborative curriculum design.
Original languageEnglish
Title of host publicationEducational Media and Technology Yearbook
EditorsMichael Orey, Robert Maribe Branch
PublisherSpringer
Pages27-52
Volume40
ISBN (Electronic)978-3-319-45001-8
ISBN (Print)978-3-319-45000-1
DOIs
Publication statusPublished - 2017

Fingerprint

literacy
teacher
learning
curriculum
conversation
knowledge

Cite this

Boschman, F., McKenney, S., Pieters, J. M., & Voogt, J. (2017). Design Talk in Teacher Teams: What Happens During the Collaborative Design of ICT-Rich Material for Early Literacy Learning? In M. Orey, & R. M. Branch (Eds.), Educational Media and Technology Yearbook (Vol. 40, pp. 27-52). Springer. https://doi.org/10.1007/978-3-319-45001-8_3
Boschman, Ferry ; McKenney, Susan ; Pieters, Julius Marie ; Voogt, Joke. / Design Talk in Teacher Teams : What Happens During the Collaborative Design of ICT-Rich Material for Early Literacy Learning?. Educational Media and Technology Yearbook. editor / Michael Orey ; Robert Maribe Branch. Vol. 40 Springer, 2017. pp. 27-52
@inbook{c9ec5d94d0e14aa6b850a44e5e228c75,
title = "Design Talk in Teacher Teams: What Happens During the Collaborative Design of ICT-Rich Material for Early Literacy Learning?",
abstract = "While curriculum design in teams has been shown to foster teacher learning and sense of ownership, little is understood about the nature and content of such conversations. This chapter shares the results of an investigation into how teachers draw on existing knowledge and share new insights during the collaborative creation of curriculum material for technology-rich learning in service of early literacy. Design talk was analyzed through four studies involving six teams of teachers, each focusing on different aspects of the conversations. Findings suggest that teacher design talk is dominated by brainstorms, but that learning opportunities are present when complex problems are addressed. Also, the research showed that teachers are naturally inclined to focus primarily on practical problems, but external support can stimulate more substantive engagement. The in-depth analysis of teacher design talk describes teacher reasoning and the internal dynamics of design teams. It may be especially useful to members of (future) teams or their facilitators, to mitigate unrealistic ideals and prepare well for the challenging yet invigorating work of collaborative curriculum design.",
author = "Ferry Boschman and Susan McKenney and Pieters, {Julius Marie} and Joke Voogt",
year = "2017",
doi = "10.1007/978-3-319-45001-8_3",
language = "English",
isbn = "978-3-319-45000-1",
volume = "40",
pages = "27--52",
editor = "Michael Orey and Branch, {Robert Maribe}",
booktitle = "Educational Media and Technology Yearbook",
publisher = "Springer",

}

Boschman, F, McKenney, S, Pieters, JM & Voogt, J 2017, Design Talk in Teacher Teams: What Happens During the Collaborative Design of ICT-Rich Material for Early Literacy Learning? in M Orey & RM Branch (eds), Educational Media and Technology Yearbook. vol. 40, Springer, pp. 27-52. https://doi.org/10.1007/978-3-319-45001-8_3

Design Talk in Teacher Teams : What Happens During the Collaborative Design of ICT-Rich Material for Early Literacy Learning? / Boschman, Ferry; McKenney, Susan; Pieters, Julius Marie; Voogt, Joke.

Educational Media and Technology Yearbook. ed. / Michael Orey; Robert Maribe Branch. Vol. 40 Springer, 2017. p. 27-52.

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

TY - CHAP

T1 - Design Talk in Teacher Teams

T2 - What Happens During the Collaborative Design of ICT-Rich Material for Early Literacy Learning?

AU - Boschman, Ferry

AU - McKenney, Susan

AU - Pieters, Julius Marie

AU - Voogt, Joke

PY - 2017

Y1 - 2017

N2 - While curriculum design in teams has been shown to foster teacher learning and sense of ownership, little is understood about the nature and content of such conversations. This chapter shares the results of an investigation into how teachers draw on existing knowledge and share new insights during the collaborative creation of curriculum material for technology-rich learning in service of early literacy. Design talk was analyzed through four studies involving six teams of teachers, each focusing on different aspects of the conversations. Findings suggest that teacher design talk is dominated by brainstorms, but that learning opportunities are present when complex problems are addressed. Also, the research showed that teachers are naturally inclined to focus primarily on practical problems, but external support can stimulate more substantive engagement. The in-depth analysis of teacher design talk describes teacher reasoning and the internal dynamics of design teams. It may be especially useful to members of (future) teams or their facilitators, to mitigate unrealistic ideals and prepare well for the challenging yet invigorating work of collaborative curriculum design.

AB - While curriculum design in teams has been shown to foster teacher learning and sense of ownership, little is understood about the nature and content of such conversations. This chapter shares the results of an investigation into how teachers draw on existing knowledge and share new insights during the collaborative creation of curriculum material for technology-rich learning in service of early literacy. Design talk was analyzed through four studies involving six teams of teachers, each focusing on different aspects of the conversations. Findings suggest that teacher design talk is dominated by brainstorms, but that learning opportunities are present when complex problems are addressed. Also, the research showed that teachers are naturally inclined to focus primarily on practical problems, but external support can stimulate more substantive engagement. The in-depth analysis of teacher design talk describes teacher reasoning and the internal dynamics of design teams. It may be especially useful to members of (future) teams or their facilitators, to mitigate unrealistic ideals and prepare well for the challenging yet invigorating work of collaborative curriculum design.

U2 - 10.1007/978-3-319-45001-8_3

DO - 10.1007/978-3-319-45001-8_3

M3 - Chapter

SN - 978-3-319-45000-1

VL - 40

SP - 27

EP - 52

BT - Educational Media and Technology Yearbook

A2 - Orey, Michael

A2 - Branch, Robert Maribe

PB - Springer

ER -

Boschman F, McKenney S, Pieters JM, Voogt J. Design Talk in Teacher Teams: What Happens During the Collaborative Design of ICT-Rich Material for Early Literacy Learning? In Orey M, Branch RM, editors, Educational Media and Technology Yearbook. Vol. 40. Springer. 2017. p. 27-52 https://doi.org/10.1007/978-3-319-45001-8_3