Abstract
Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study we combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, we created our own set of design principles. These principles can guide the evaluation of how educational technologies are used or help instructional designers in creating exemplary ways to implement technologies.
| Original language | English |
|---|---|
| Pages (from-to) | 19-30 |
| Number of pages | 12 |
| Journal | International Journal of Information and Communication Technology Education |
| Volume | 4 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2008 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Computer Science Applications
Cite this
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Design principles for 21st-century educational technology : Connecting theory and practice. / Chen, Ching-Huei; Calinger, Manetta; Howard, Bruce C.; Oskorus, Anna.
In: International Journal of Information and Communication Technology Education, Vol. 4, No. 4, 01.01.2008, p. 19-30.Research output: Contribution to journal › Article
TY - JOUR
T1 - Design principles for 21st-century educational technology
T2 - Connecting theory and practice
AU - Chen, Ching-Huei
AU - Calinger, Manetta
AU - Howard, Bruce C.
AU - Oskorus, Anna
PY - 2008/1/1
Y1 - 2008/1/1
N2 - Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study we combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, we created our own set of design principles. These principles can guide the evaluation of how educational technologies are used or help instructional designers in creating exemplary ways to implement technologies.
AB - Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study we combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, we created our own set of design principles. These principles can guide the evaluation of how educational technologies are used or help instructional designers in creating exemplary ways to implement technologies.
UR - http://www.scopus.com/inward/record.url?scp=47649124970&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=47649124970&partnerID=8YFLogxK
U2 - 10.4018/jicte.2008100103
DO - 10.4018/jicte.2008100103
M3 - Article
AN - SCOPUS:47649124970
VL - 4
SP - 19
EP - 30
JO - International Journal of Information and Communication Technology Education
JF - International Journal of Information and Communication Technology Education
SN - 1550-1876
IS - 4
ER -