Using Learning Design Technologies for Teachers' Practice-Driven Research

Abstract

This paper presents two case studies related to developing educational technologies paired with teacher professional development (PD) courses to support practice-driven research among teachers. The case studies emerged from multidisciplinary projects involving schoolteachers and researchers. The first project supports teacher use of evidence-based teaching strategies that align with the science of learning such as retrieval practice and distributed practice. The second project supports teachers in helping students learn to manage stress using evidence-based self-regulation techniques such as mindfulness and cognitive reappraisal. The projects fuse together concepts of teacher inquiry, learning design, online communities of teachers, and open educational resources to support teacher practice-driven research. An overview of teacher-generated research and impressions of the PD courses gathered during piloting are presented along with descriptions of the two supporting technologies. Implications for practice are also shared.