Currently, an increased number of technologies are becoming available that support teachers in planning lessons (Johnson, Adams Becker, & Hall, 2015), and though there is evidence that technologies can influence teachers practice (Gros 2016) there is still little research on how the newly implemented learning platforms affect the decisions made by teachers when they plan lessons with them. By drawing on interviews of teachers, the aim of this paper is to explore which decisions that are made by teachers when they plan lessons, how these decisions are related to the interface offered by the specific learning platform, and with which consequences for teacher professionalism.
|Publication date||24 Mar 2017|
|Number of pages||6|
|Publication status||Published - 24 Mar 2017|
- learning, educational science and teaching