Using web-based authoring tools to overcome the third barrier to classroom technological integration: design thinking

Tamayo, David

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https://hdl.handle.net/2142/110561 Copy

Description

Title

Using web-based authoring tools to overcome the third barrier to classroom technological integration: design thinking

Author(s)

Tamayo, David

Issue Date

2021-04-27

Director of Research (if dissertation) or Advisor (if thesis)

Lindgren, Robb

Committee Member(s)

• D'Angelo, Cynthia
• Tissenbaum, Michael

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• Design Thinking
• Technological Integration
• Co-Design
• Authoring Tools
• Web-based
• WebXR
• Emerging Technology
• Curriculum Development
• Instructor Partnership
• Collaboration
• Prototype
• Classroom Implementation
• Case Study

Abstract

To meet the demand for technologically integrated classrooms, it takes more than simply solving for access to technology and convincing teachers of their use. The literature presents design thinking as an additional barrier to this goal. Although the emphasis has gone towards training instructors to attain technological knowledge, there are several limitations to such an approach. In this study, a process of co-design was evaluated as a strategy to develop design thinking on integrating new web technologies into the classroom. By recognizing separate knowledge domains, collaboration, and iterative cycles, the process was identified as the Instructor-Developer Design Process (IDDP). Instructors participated in working with developers to extend the design of features for a web-based authoring environment that uses WebXR technology to provide cross-platform accessibility, run-time network syncing, custom asset imports, and user interactions. With an explanatory case study that involved interviewing two instructors that implemented lessons using the platform, the purpose was to investigate how those characteristics that make up design thinking were shaped by the process. Even though there are limitations due to having a small sample size, this study supported our research hypothesis that going through the IDDP led to more design thinking on the integration of web tech into the classroom. It also recognized the potential obstacles in this process such as the translation of ideas to developers and emphasized collaborative prototype testing as an essential activity for the process.

Graduation Semester

2021-05

Type of Resource

Thesis

Permalink

http://hdl.handle.net/2142/110561

Copyright and License Information

Copyright 2021 David Tamayo

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