This formative research study used situated learning framework (Herrington & Oliver 2000) as the design theory to guide the transformation of an educational technology course for pre-service teachers. Data were collected from one question on 157 final exams over two semesters. The question prompted students to describe their course experience compared with the initial learning goal they had set for themselves, their perceptions of teaching with technology as a result of the course, and new learning goals they had as a result of the course. Student data indicates situated learning framework was effective in creating an authentic learning experience. Lessons learned from this design experience are shared to further the situated learning framework and for the benefit of other designers of educational technology classes for pre-service teachers.

中文翻译：

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通过情境学习进行真正的技术教学

这项形成性研究使用情境学习框架（Herrington＆Oliver 2000）作为设计理论来指导职前教师教育技术课程的转型。在两个学期的157项期末考试中，从一个问题中收集了数据。该问题促使学生描述他们的课程体验，并将其与自己设定的最初学习目标，课程所带来的对技​​术教学的看法以及课程所带来的新学习目标进行比较。学生数据表明，情境学习框架可以有效地创造出真实的学习体验。从这种设计经验中学到的经验教训将被分享，以进一步促进位置学习框架的发展，并使其他教育技术课程的设计者受益于职前教师。