ABSTRACT

Improving educational practice through reflection is one important focus of teacher professional development approaches. However, such teacher reflection operates under practical classroom constraints that make it happen infrequently, including the reliance on disruptive peer/supervisor observations or recordings. This article describes three design-based research iterations towards technological support for teacher reflection based on everyday evidence and feedback. The authors collaborated with 16 teachers from two different secondary schools, using a variety of prototype technologies (from paper prototypes to web applications and wearable sensors). The iterative evaluation of such prototypes led them from a high-tech focused approach to a more nuanced socio-technical one, based on lightweight technologies and ‘envelope routines’ that also involve students. After illustrating the potential of this approach to change teacher practice and students’ learning experience, the authors also present a series of guidelines for the design of technology that supports such reflection based on everyday evidence gathering.

摘要

通过反思改善教育实践是教师专业发展方法的重要重点之一。但是，这种老师的反思是在实际的教室约束下进行的，这种约束很少发生，包括对破坏性的同伴/主管观察或录音的依赖。本文介绍了三个基于设计的研究迭代，这些迭代旨在为基于日常证据和反馈的教师反思提供技术支持。作者与来自两个不同中学的16位教师合作，使用了各种原型技术（从纸制原型到Web应用程序和可穿戴传感器）。对此类原型的迭代评估使他们从以高科技为重点的方法发展为更加细致的社会技术方法，基于轻量级技术和“信封套路”，也涉及学生。在说明了这种方法改变教师实践和学生学习经验的潜力之后，作者还提出了一系列技术设计准则，这些准则可基于日常证据收集来支持这种反思。