{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,30]],"date-time":"2026-06-30T15:40:51Z","timestamp":1782834051164,"version":"3.54.5"},"reference-count":41,"publisher":"Emerald","issue":"1","license":[{"start":{"date-parts":[[2022,2,9]],"date-time":"2022-02-09T00:00:00Z","timestamp":1644364800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITSE"],"published-print":{"date-parts":[[2023,2,2]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>This study aims to investigate how primary teachers, when taking part in digital didactic design (D<jats:sup>3<\/jats:sup>) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D<jats:sup>3<\/jats:sup> can be used to develop primary teachers\u2019 knowledge about teaching science with digital technologies.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D<jats:sup>3<\/jats:sup> workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>The results indicate that D<jats:sup>3<\/jats:sup> has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students\u2019 learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title>\n<jats:p>This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students\u2019 science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title>\n<jats:p>As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers\u2019 professional knowledge of practice. As such, an implication is that digital applications are not made \u201cfor\u201d teachers but instead \u201cwith\u201d and \u201cby\u201d teachers.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Social implications<\/jats:title>\n<jats:p>The society puts high demands om teachers\u2019 knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers\u2019 own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>Across the field of science education, knowledge about the relation between teachers\u2019 use of digital technology and how it might (or might not) promote students\u2019 learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers\u2019 experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/itse-08-2021-0143","type":"journal-article","created":{"date-parts":[[2022,2,9]],"date-time":"2022-02-09T01:34:31Z","timestamp":1644370471000},"page":"142-159","source":"Crossref","is-referenced-by-count":13,"title":["Design for learning \u2013 involving teachers in digital didactic design (D<sup>3<\/sup>)"],"prefix":"10.1108","volume":"20","author":[{"given":"Pernilla","family":"Nilsson","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jesper","family":"Lund","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"140","published-online":{"date-parts":[[2022,2,9]]},"reference":[{"issue":"4","key":"key2023020105440966500_ref001","first-page":"549","article-title":"Using the TPACK framework to unite disciplines in online learning","volume":"29","year":"2013","journal-title":"Australasian Journal of Educational Technology"},{"key":"key2023020105440966500_ref006","doi-asserted-by":"crossref","first-page":"148","DOI":"10.1016\/j.infsof.2014.06.011","article-title":"A systematic review on the relationship between user involvement and system success","volume":"58","year":"2015","journal-title":"Information and Software Technology"},{"key":"key2023020105440966500_ref007","volume-title":"Participatory IT Design: designing for Business and Workplace Realities","year":"2009"},{"issue":"5","key":"key2023020105440966500_ref008","doi-asserted-by":"crossref","first-page":"2705","DOI":"10.1007\/s11423-020-09803-3","article-title":"Sustainable participatory processes of education technology development","volume":"68","year":"2020","journal-title":"Educational Technology Research and Development"},{"issue":"3","key":"key2023020105440966500_ref009","doi-asserted-by":"crossref","first-page":"280","DOI":"10.1080\/17439884.2018.1498355","article-title":"Are educational preschool apps designed to teach? 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