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Authentic Teaching with TechnologyThrough Situated Learning
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This formative research study used situated learn-ing framework (Herrington & Oliver2000) as the design the-ory to guide the transformation of an educational technologycourse for pre-service teachers. Data were collected from onequestion on 157 final exams over two semesters. The questionprompted students to describe their course experience com-pared with the initial learning goal they had set for themselves,their perceptions of teaching with technology as a result of thecourse, and new learning goals they had as a result of thecourse. Student data indicates situated learning frameworkwas effective in creating an authentic learning experience.Lessons learned from this design experience are shared tofurther the situated learning framework and for the benefit ofother designers of educational technology classes for pre-service teachers
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