Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation

Aubusson, P; Burke, P; Schuck, S; Kearney, M; Frischknecht, B

Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation

Aubusson, P

Burke, P

Schuck, S

Kearney, M

Frischknecht, B

Permalink

Publication Type:: Journal Article
Citation:: Educational Researcher, 2014, 43 (5), pp. 219 - 229
Issue Date:: 2014-01-01

Closed Access

	Filename	Description	Size
	EducationalResearchersubmissionaccepted.pdf	Accepted Manuscript Version	751.41 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Aubusson, P https://orcid.org/0000-0002-6319-0695	en_US
dc.contributor.author	Burke, P https://orcid.org/0000-0003-0978-0237	en_US
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.contributor.author	Frischknecht, B https://orcid.org/0000-0003-3365-2315	en_US
dc.date.issued	2014-01-01	en_US
dc.identifier.citation	Educational Researcher, 2014, 43 (5), pp. 219 - 229	en_US
dc.identifier.issn	0013-189X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/32813
dc.description.abstract	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. © 2014 AERA.	en_US
dc.relation.ispartof	Educational Researcher	en_US
dc.relation.isbasedon	10.3102/0013189X14537115	en_US
dc.title	Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	43	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Marketing Discipline
pubs.organisational-group	/University of Technology Sydney/Strength - ACRI - Australia China Relations Institute
pubs.organisational-group	/University of Technology Sydney/Strength - BIDA - Business Intelligence and Data Analytics
pubs.organisational-group	/University of Technology Sydney/Strength - CENSOC - Study of Choice
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	43	en_US

Abstract:

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. © 2014 AERA.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/32813