Teachers Choosing Rich Tasks
The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation
Bibliographic Data
| ID | 9734385 |
|---|---|
| Authors | Peter Aubusson (0000-0002-6319-0695, University of Technology Sydney, corresponding author), Paul Burke (0009-0005-5775-9573, Business School, University of Technology Sydney, New South Wales, Australia), Paul F Burke (0000-0003-0978-0237, University of Technology Sydney), Sandy Schuck (0000-0001-7482-0480, University of Technology Sydney), Matthew Kearney (0000-0001-5565-6312, University of Technology Sydney), Bart Frischknecht (University of Technology Sydney), Bart D Frischknecht (0000-0003-3365-2315, University of Technology Sydney) |
| Year | 2014 |
| Volume | 43 |
| Issue | 5 |
| Pages | 219-229 |
| Publication date | 2014-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x14537115 |
| OpenAlex | W2144411151 |
| Language | EN |
| Citations received | 10 |
| References cited | 31 |
This article reports on the pioneering use in education of Discrete Choice Experiments (DCEs) to assess teachers’ decisions regarding deployment of rich tasks. The incorporation of this quantitative method into what is usually considered the domain of qualitative researchers is an innovative feature of this study. The DCEs enabled rigorous, reliable, and efficient investigation of the relationships between attributes of the complex environment in which teachers operate. The findings articulate the choices made by teachers related to rich task pedagogy, technology use, and other resources. Understanding the influences on these choices will inform the adoption and adaptation of productive technologies, improve dissemination of good practices, and enhance the design of digital technologies, resulting in better student learning outcomes
Adaptation (eye · Domain (mathematical analysis · Educational technology · Knowledge management · Mathematics education · Software deployment · Task (project management · Technology integration · Computer Science · Education and Technology Integration · Engineering · Gender and Technology in Education · Innovative Teaching and Learning Methods · Psychology
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge
Mediating learning with mobile devices through pedagogical innovation
Policy Framing, Social Networks, and Teacher Perspectives in a Technology Rollout
What attracts teachers to rural and remote schools? Incentivising teachers’ employment choices in New South Wales
Integrating Rich Mathematical Tasks in Secondary Classrooms
The iPAC Scale
It’s More Than Just Technology Adoption
Integrating Student Response Technology into a Large Undergraduate Course
Internet Use Habits and Risk Behaviours in Preadolescence
University teaching with digital technologies
Apprenticeship in Thinking
A law of comparative judgment.
Teacher beliefs and technology integration practices
Design and Analysis of Simulated Consumer Choice or Allocation Experiments
Critical distinctions among three approaches to peer education
Incentive and informational properties of preference questions
Technology Acceptance Model 3 and a Research Agenda on Interventions
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration
Authentic Pedagogy and Student Performance
Beyond Common Sense in Educational Restructuring
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2014 - 2025 (12) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |