TY - JOUR
T1 - The end of the textbook and the beginning of teaching? Tradeoffs in designing on-line support for K-12 teachers
AU - Cohen, Etan
AU - Lefstein, Adam
AU - Dishon, Gideon
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2023/5/31
Y1 - 2023/5/31
N2 - Scholars and educators have puzzled for decades about how to provide K-12 teachers with the resources necessary to support and improve teaching. New information and communication technologies have opened up infinitely more possibilities, setting the stage for a renewed discussion about what teaching entails and how best to support it. In this conceptual article, we propose a theoretical framework to understand how on-line resources can support K-12 teaching, and apply this framework to three on-line platforms. Our analysis highlights several design tradeoffs that reflect deeper tensions surrounding teaching and the teaching profession, and that direct our attention to (1) teacher agency, (2) the required expertise and effort, (3) teacher community, (4) and the desired degree of oversight. These tradeoffs imply that designers should go beyond attending to technological tools, and engage also with fundamental questions concerning the nature of teaching and the teaching profession.
AB - Scholars and educators have puzzled for decades about how to provide K-12 teachers with the resources necessary to support and improve teaching. New information and communication technologies have opened up infinitely more possibilities, setting the stage for a renewed discussion about what teaching entails and how best to support it. In this conceptual article, we propose a theoretical framework to understand how on-line resources can support K-12 teaching, and apply this framework to three on-line platforms. Our analysis highlights several design tradeoffs that reflect deeper tensions surrounding teaching and the teaching profession, and that direct our attention to (1) teacher agency, (2) the required expertise and effort, (3) teacher community, (4) and the desired degree of oversight. These tradeoffs imply that designers should go beyond attending to technological tools, and engage also with fundamental questions concerning the nature of teaching and the teaching profession.
KW - Epistemic communities
KW - Teacher community
KW - Teacher knowledge
KW - Teaching resources
KW - Technological affordances
UR - http://www.scopus.com/inward/record.url?scp=85161276073&partnerID=8YFLogxK
U2 - 10.1007/s10639-023-11934-y
DO - 10.1007/s10639-023-11934-y
M3 - Article
AN - SCOPUS:85161276073
SN - 1360-2357
VL - 29
SP - 2483
EP - 2502
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 2
ER -