The Implicit Pedagogy of Teachers’ Design Patterns
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European Conference on Technology Enhanced Learning, volume 10474 of Lecture Notes in Computer Science, page 584-587. Springer, Springer, (2017)

This paper presents an analysis of upper secondary teachers’ design patterns portraying their technology use in teaching by answering the question: What pedagogy is implicit in technology supported learning activities designed by teachers? Building on a framework defining key characteristics of contemporary learning theories, seventeen design patterns describing technology use in teaching were analyzed. The analysis reveals that individual activities are dominating the patterns. In addition, there is a trend towards activities favoring students’ non-reflection, but also activities being more informative than experiential.
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