Item history (Lfriese, Wed Aug 07 2024 11:42:39 GMT+0100 (GMT Daylight Time))

TY - CHAP
TI - A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in Kenya (Forthcomming)
AU - Major, Louis
AU - Daltry, Rebecca
AU - Rahman, Asad
AU - Plaut, Daniel
AU - Otieno, Mary
AU - Otieno, Kevin
T2 - Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies
AB - Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
DA - Forthcoming
PY - Forthcoming
ER -

TY - CHAP
TI - A Dialogic Design-Based Research Partnership Approach: Developing Close-to-Practice Educational Technology Theory in Kenya
AU - Major, Louis
AU - Daltry, Rebecca
AU - Rahman, Asad
AU - Plaut, Daniel
AU - Otieno, Mary
AU - Otieno, Kevin
T2 - Global Perspectives on Teaching with Technology
AB - Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement by adopting a dialogue-informed ‘intermediate theory building’ framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
DA - 2024///
PY - 2024
PB - Routledge
SN - 978-1-00-340663-1
ST - A Dialogic Design-Based Research Partnership Approach
ER -

group: 2405685

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