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Didaktik Design for Technology Supported Learning

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Perspektiven der Didaktik

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Abstract

This paper builds on earlier work which has explored differences between traditions in relation to teaching and learning. It outlines the development of an approach to the use of Information and Communications Technology (ICT) to support learning and teaching based on the notion of Didaktik analysis. The focus is on the design of teaching situations, pedagogical activities and learning environments which aims to address the what, why and how of ICT use. Discussion focuses on the nature of design, the conception of teaching as a design profession, subject didactics as design science and Didaktik design for technology supported learning as a generic field of didactics which is applicable across the range of specific subject didactics. The role of research is discussed at a range of levels from the macro to the micro involving consideration of its role at the course or curriculum level. These ideas form the basis of an Integrative Didaktik Design (IDD) framework, and an example of the application of this philosophy and approach to development of ICT for learning in the field of teacher education at a national level is presented.

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Authors and Affiliations

  1. Department of Interactive Media and Learning (IML), Umeå University, Umeå, Sweden

    Prof. Dr. Brian Hudson

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  1. Prof. Dr. Brian Hudson
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  1. Arbeitsbereich Philosophie der Erziehung, Zeitschrift für Erziehungswissenschaft c/o Freie Universität Berlin, Arnimallee 10, D-14195, Berlin

    Meinert A. Meyer , Manfred Prenzel  & Stephanie Hellekamps ,  & 

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© 2009 VS Verlag für Sozialwissenschaften | GWV Fachverlage GmbH, Wiesbaden

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Hudson, B. (2009). Didaktik Design for Technology Supported Learning. In: Meyer, M.A., Prenzel, M., Hellekamps, S. (eds) Perspektiven der Didaktik. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-91775-7_10

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  • DOI: https://doi.org/10.1007/978-3-531-91775-7_10

  • Publisher Name: VS Verlag für Sozialwissenschaften

  • Print ISBN: 978-3-531-15494-7

  • Online ISBN: 978-3-531-91775-7

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