%0 Journal Article %1 kirschner2015we %A Kirschner, Paul A %D 2015 %I Springer %J Instructional Science %K design development edneuro learning professional teachers training %N 2 %P 309-322 %T Do we need teachers as designers of technology enhanced learning? %U http://link.springer.com/article/10.1007/s11251-015-9346-9/fulltext.html %V 43 %X In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable. The premise underlying this critical view is that technology enhanced learning should not be seen as ‘special’ in comparison to other forms of learning in the teacher’s arsenal. Both practicing professionals and institutions for teacher education must understand and embrace the role of design in professional competencies if technology enhanced learning is ever to be fully integrated into teaching and learning processes. The stated purpose of this special issue is to contribute to the discussion of the teacher as a design professional and to “provides clear and timely considerations for those aiming to investigate and/or facilitate teachers as designers of technology enhanced learning” (Kali & McKenney 2012). In line with this, I will try to make a critical yet constructive contribution to this discussion. First, I will place a few critical notes on the theme itself, namely teachers as designers of technology enhanced learning with respect to teacher competences and the ecology of education as a whole. Having done this, I will place a few critical remarks on the papers themselves. After a short discussion on what is needed for good learning, not only technology enhanced learning, I will conclude with recommendations for future work on this area, based on implications of my various considerations.

@article{kirschner2015we, abstract = {In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable. The premise underlying this critical view is that technology enhanced learning should not be seen as ‘special’ in comparison to other forms of learning in the teacher’s arsenal. Both practicing professionals and institutions for teacher education must understand and embrace the role of design in professional competencies if technology enhanced learning is ever to be fully integrated into teaching and learning processes. The stated purpose of this special issue is to contribute to the discussion of the teacher as a design professional and to “provide[s] clear and timely considerations for those aiming to investigate and/or facilitate teachers as designers of technology enhanced learning” (Kali & McKenney 2012). In line with this, I will try to make a critical yet constructive contribution to this discussion. First, I will place a few critical notes on the theme itself, namely teachers as designers of technology enhanced learning with respect to teacher competences and the ecology of education as a whole. Having done this, I will place a few critical remarks on the papers themselves. After a short discussion on what is needed for good learning, not only technology enhanced learning, I will conclude with recommendations for future work on this area, based on implications of my various considerations.}, added-at = {2015-03-31T09:35:56.000+0200}, author = {Kirschner, Paul A}, biburl = {https://www.bibsonomy.org/bibtex/2663a9b1c83ec330fb1d5bf1bf219e1ac/yish}, interhash = {1f1ed669c593165e42b604e77ce3c03d}, intrahash = {663a9b1c83ec330fb1d5bf1bf219e1ac}, journal = {Instructional Science}, keywords = {design development edneuro learning professional teachers training}, number = 2, pages = {309-322}, publisher = {Springer}, timestamp = {2016-05-27T11:06:54.000+0200}, title = {Do we need teachers as designers of technology enhanced learning?}, url = {http://link.springer.com/article/10.1007/s11251-015-9346-9/fulltext.html}, volume = 43, year = 2015 }