Longitudinal Design Case of a University Preservice Technology Integration Curriculum Shaped By Its Sociopolitical Context

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Published: Jun 9, 2014
DOI: https://doi.org/10.14434/ijdl.v5i1.5167
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Design Cases
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Lisa C. Yamagata-Lynch
University of Tennessee
Lara M. Luetkehans
Indiana University of Pennsylvania

Abstract

This design case describes the work of two designers related to a longitudinal university preservice technology integration course series. We anchored the discussion of our case with various design values that we shared and took a critical role in our design activities. We broke our stories into three chapters in order to discuss our case in a narrative format. In each of these chapters we discuss our design problem, design values, design solutions, and design tensions. Within the chapters our discussions zoom in and out of detailed design issues related to our individual design experiences. Our case demonstrates how our design efforts and our designed products were intertwined with the sociopolitical context in which our case was situated. We end the discussion of this case by sharing what we learned.

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How to Cite
Yamagata-Lynch, L. C., & Luetkehans, L. M. (2014). Longitudinal Design Case of a University Preservice Technology Integration Curriculum Shaped By Its Sociopolitical Context. International Journal of Designs for Learning, 5(1). https://doi.org/10.14434/ijdl.v5i1.5167
Author Biographies

Lisa C. Yamagata-Lynch, University of Tennessee

Lisa C. Yamagata-Lynch is an Associate Professor in the Educational Psychology and Counseling Department at the University of Tennessee. She is the Program Coordinator of the Instructional Technology Online Master’s Program. Her scholarly and teaching interests are in the areas of instructional design and technology, preservice teacher education, online learning, and Cultural Historical Activity Theory.

Lara M. Luetkehans, Indiana University of Pennsylvania

Lara M. Luetkehans is Professor and Dean of the College of Education and Educational Technology at Indiana University of Pennsylvania. Her areas of scholarship focus on technologies for teaching and learning, teacher preparation and development, and school-university partnerships.

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