Designing Digital Resources to Effectively Scaffold Teachers' Learning

摘要

This article synthesizes a line of inquiry into the potential of educatively scaffolded digital resources (ESDRs) to help social studies teachers understand and implement a complex model of history instruction, problem-based historical inquiry. Spanning two design-based research interventions, I followed six teachers as they each planned and implemented lessons designed from encounters with ESDRs. Here I specifically concentrate on interface design principles that informed my construction of those digital resources, and address the questions (1) Do teachers interact with ESDRs in substantially different ways from traditional materials?, and (2) Can digital resources be educatively scaffolded to help social studies teachers better understand and implement problem-based historical inquiry? Participants found the ESDRs engaging and easily navigable; however, they only rarely explored educative features. The teachers devoted an average of 11% of their planning time to educative opportunities and, by the end of the investigations, demonstrated only superficial understandings of problem-based historical inquiry. Instead of the sole vehicle providing professional development, ESDRs may be better suited as complements to more rigorous efforts. In more deliberative spaces for real-time support, dialogue, testing of ideas-whether online, blended, or face-to-face-teachers may be more likely to recognize and explore ESDRs' educative opportunities.