Teachers as Designers of Technology Enhanced Learning.

摘要: While the benefits of teacher involvement in designing technology enhanced learning are acknowledged literature, far less is known about shaping that to yield those benefits. Research needed understand how teachers learn through design; design activities may be supported; and various ways impacts quality artifacts created, their implementation, ultimately, student learning. Existing conceptual foundations for work urgently need bolstering, will definitely play a critical role future instructional science. This special issue presents large collaborative group researchers, which, since 2012, has explored divergence convergence among multiple research projects involving as designers (TaD TEL), endeavored extend existing knowledge strengthen TaD TEL field research.