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dc.contributor.authorEngeness, Irina
dc.date.accessioned2021-01-31T15:38:58Z
dc.date.available2021-01-31T15:38:58Z
dc.date.created2020-11-15T17:27:17Z
dc.date.issued2020
dc.identifier.citationEuropean Journal of Teacher Education. 2020.en_US
dc.identifier.issn0261-9768
dc.identifier.urihttps://hdl.handle.net/11250/2725442
dc.description.abstractDigitalisation provides valuable opportunities for learning; however, it imposes demands on teachers. Teachers are expected not only to be profound users of educational technologies but also to engage in the design of digital environments such as online courses, learning management systems, and mobile applications. This article argues that originated in cultural-historical traditions, Galperin’s pedagogical theory might offer an approach to outline the pedagogic design principles of digital environments to empower teachers to develop their digital identity, enhance students’ learning and their development as learners. Two empirical snapshots are presented to exemplify the use of Galperin’s theory to design assignments and modules in digital learning environments. By engaging in learning and design of digital environments based on the suggested design principles, teachers and students may reposition themselves as active agents in knowledge practices to nurture teacher digital identity and enhance students’ capacity in learning to learn.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectonline coursesen_US
dc.subjectdesignen_US
dc.subjectteacher digital identityen_US
dc.subjectlearning to learnen_US
dc.subjectGalperinen_US
dc.titleDeveloping teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st centuryen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.journalEuropean Journal of Teacher Educationen_US
dc.identifier.doihttps://doi.org/10.1080/02619768.2020.1849129
dc.identifier.cristin1848057
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal