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Embedding technology in the classroom: the train the teacher model

Published: 12 June 2012 Publication History

Abstract

This paper focuses on the importance of evaluating educational technology for young people aged 10-18 in naturalistic classroom contexts. We present the Train the Teacher Model (TTM) which formalizes a model for IDC researchers to use when deploying and validating an educational system. Our key findings indicate the need to work in partnership with classroom teachers, providing both initial training and continued support. This will both result in more valuable research data, and address a gap in teachers' continued professional development. The TTM aims to ensure that teachers, students and researchers can benefit from innovative educational systems deployed m real classroom contexts.

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Cited By

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  • (2022)Participatory Design Goes to School: Co-Teaching as a Form of Co-Design for Educational TechnologyProceedings of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491102.3517667(1-17)Online publication date: 29-Apr-2022
  • (2021)A Systematic Review of Empowerment in Child-Computer Interaction ResearchProceedings of the 20th Annual ACM Interaction Design and Children Conference10.1145/3459990.3460701(119-130)Online publication date: 24-Jun-2021
  • (2015)Towards User Support in Ubiquitous Learning SystemsIEEE Transactions on Learning Technologies10.1109/TLT.2014.23814678:1(55-68)Online publication date: 1-Jan-2015
  • Show More Cited By

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cover image ACM Other conferences
IDC '12: Proceedings of the 11th International Conference on Interaction Design and Children
June 2012
399 pages
ISBN:9781450310079
DOI:10.1145/2307096
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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  • didactalab: didactalab
  • IMIS: Institut für Multimediale und Interaktive Systeme

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 12 June 2012

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Author Tags

  1. ecological validly
  2. educational software
  3. teacher training

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  • Research-article

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IDC '12
Sponsor:
  • didactalab
  • IMIS

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Overall Acceptance Rate 172 of 578 submissions, 30%

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Cited By

View all
  • (2022)Participatory Design Goes to School: Co-Teaching as a Form of Co-Design for Educational TechnologyProceedings of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491102.3517667(1-17)Online publication date: 29-Apr-2022
  • (2021)A Systematic Review of Empowerment in Child-Computer Interaction ResearchProceedings of the 20th Annual ACM Interaction Design and Children Conference10.1145/3459990.3460701(119-130)Online publication date: 24-Jun-2021
  • (2015)Towards User Support in Ubiquitous Learning SystemsIEEE Transactions on Learning Technologies10.1109/TLT.2014.23814678:1(55-68)Online publication date: 1-Jan-2015
  • (2014)An OWL in the classroomProceedings of the 2014 conference on Interaction design and children10.1145/2593968.2610467(261-264)Online publication date: 17-Jun-2014
  • (2013)Design to support interpersonal communication in the special educational needs classroomProceedings of the 12th International Conference on Interaction Design and Children10.1145/2485760.2485778(46-55)Online publication date: 24-Jun-2013

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