Rebecca Nicholson
Newcastle University, Newcastle upon Tyne, United Kingdom
Educational technologies offer benefits in the classroom but there are barriers to their successful integration, including teachers’ pedagogical beliefs and their skills and experience. Participatory Design (PD) approaches offer one way in which teachers can be directly involved in the design of classroom technologies, however PD processes alone fail to address the challenges of integrating technology within existing practices. In this paper we propose co-teaching as a novel form of co-design practice. We describe a two year longitudinal Co-Teaching project resulting in the development and use of three digital designs for the classroom. Using the TPACK model to guide our reflections we offer insights into the ways that co-teaching can support the design and integration of educational technologies. We suggest that co-teaching as a form of co-design practice offers a way to move teachers from passive adopters of technology to active participants in the design and integration of educational technologies.
https://dl.acm.org/doi/abs/10.1145/3491102.3517667
The ACM CHI Conference on Human Factors in Computing Systems (https://chi2022.acm.org/)