ABSTRACT

Background: To support a paradigm shift for 21^st century learning, teacher design work is emphasized by conceptualizing teachers as designers. Despite the fact that teaching is increasingly referred to as a design science, both teacher educators and curriculum developers know little about how to enhance teacher design work in technology-enhanced learning environments. Further, teachers’ design knowledge, design experience and supports available to them are not articulated in a systematic manner.

Purpose & Method: To address these issues, this study reports a systematic review of the literature on the design work of teachers within technology-enhanced learning environments, in STEM domains. In this review, there are four main themes: the context where teachers’ design work takes place, the form that the design work took, the aspect/phase of design process that the paper focuses on, and details of any supports that assist teachers in the work of design.

Findings: Teacher design work takes place in a variety of contexts, and teacher design work also takes many forms. Research that reports on design work tends to focus on the implementation and evaluation components of the design process. Teachers have access to a variety of supports, including design materials and design frameworks.

Conclusions: This synthesis identifies future areas of research in supporting STEM teachers’ design knowledge.

摘要

背景：为了支持21模式的转变^ST世纪的学习，老师的设计工作是由概念化教师设计师强调。尽管教学越来越被称为设计科学，但教师教育者和课程开发者都对如何在技术增强的学习环境中增强教师设计工作知之甚少。此外，没有系统地阐明教师的设计知识，设计经验和支持。

目的和方法：为了解决这些问题，本研究报告了有关STEM领域中技术增强型学习环境中教师设计工作的文献的系统综述。在这篇综述中，有四个主要主题：教师进行设计工作的背景，设计工作采取的形式，论文所关注的设计过程的方面/阶段以及可以在任何方面帮助教师的支持的细节。设计工作。

调查结果：教师设计工作在多种情况下进行，而教师设计工作也有多种形式。报告设计工作的研究往往集中在设计过程的实现和评估组件上。教师可以使用各种支持，包括设计材料和设计框架。

结论：本综述确定了支持STEM教师设计知识的未来研究领域。