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Drawing from literature in the fields of sociology and educational technology, this paper synthesises discourses on civic professionalism in instructional design and technology, and proposes a conceptual framework that highlights the roles and qualities of a civic-minded instructional designer. It is claimed that a critical discussion on civic professionalism in the field of educational technology can offer an alternative perspective on educating instructional designers, and have practical implications on instructional design and technology curricula in higher education.", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "March 1, 2012", "volume": "43", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "180-190", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1467-8535.2011.01185.x", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2011.01185.x/abstract", "accessDate": "2016-10-05T16:47:34Z", "PMID": "", "PMCID": "", "ISSN": "1467-8535", "archive": "", "archiveLocation": "", "shortTitle": "The civic-minded instructional designers framework", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "authentic learning" }, { "tag": "civic-minded instructional design" }, { "tag": "contemporary instructional design" }, { "tag": "educator training" }, { "tag": "instructional design framework" }, { "tag": "instructional technology" }, { "tag": "real-world application" }, { "tag": "social awareness" }, { "tag": "technical competence" } ], "collections": [], "relations": { "owl:sameAs": "http://zotero.org/groups/722725/items/9QJUT5V8" }, "dateAdded": "2016-10-05T18:55:41Z", "dateModified": "2016-10-05T18:55:41Z" } }, { "key": "JA3BQBNC", "version": 2, "library": { "type": "group", "id": 738557, "name": "IT546.ZO.ASSN", "links": { "alternate": { "href": "https://www.zotero.org/groups/it546.zo.assn", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/738557/items/JA3BQBNC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/it546.zo.assn/items/JA3BQBNC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3387310, "username": "andi.zamora", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/andi.zamora", "type": "text/html" } } }, "creatorSummary": "Guertin", "parsedDate": "2014-05-19", "numChildren": 1 }, "data": { "key": "JA3BQBNC", "version": 2, "itemType": "blogPost", "title": "Teaching with Technology Philosophy Statement", "creators": [ { "creatorType": "author", "firstName": "Laura", "lastName": "Guertin" } ], "abstractNote": "Why do so many people start with what technology to use instead of the problem to solve? #edu13 — Rey Junco (@reyjunco) October 18, 2013 Let’s flashback to 2011, when I was working on completing a certificate program through Penn State University.  The Teaching with Technology Certificate, or TWT Certificate, is “earned by creating a teaching portfolio demonstrating the pedagogically appropriate use of technology in teaching.”  One of the requirements …", "blogTitle": "GeoEd Trek", "websiteType": "", "date": "2014-05-19T13:09:00-04:00", "DOI": "", "citationKey": "", "url": "http://blogs.agu.org/geoedtrek/2014/05/19/teaching-technology-philosophy-statement/", "accessDate": "2016-10-05T16:39:37Z", "ISSN": "", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [ { "tag": "pedagogy" }, { "tag": "philosophy of technology" }, { "tag": "teaching tools" }, { "tag": "teaching with technology" }, { "tag": "technology in classroom" }, { "tag": "technology literacy" } ], "collections": [], "relations": { "owl:sameAs": "http://zotero.org/groups/722725/items/NGXAS2UN" }, "dateAdded": "2016-10-05T18:55:41Z", "dateModified": "2016-10-05T18:55:41Z" } }, { "key": "KNXBAJZD", "version": 2, "library": { "type": "group", "id": 738557, "name": "IT546.ZO.ASSN", "links": { "alternate": { "href": "https://www.zotero.org/groups/it546.zo.assn", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/738557/items/KNXBAJZD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/it546.zo.assn/items/KNXBAJZD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3387310, "username": "andi.zamora", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/andi.zamora", "type": "text/html" } } }, "creatorSummary": "Compton and Compton", "parsedDate": "2013-05", "numChildren": 1 }, "data": { "key": "KNXBAJZD", "version": 2, "itemType": "journalArticle", "title": "Teaching the nature of technology: determining and supporting student learning of the philosophy of technology", "creators": [ { "creatorType": "author", "firstName": "Vicki", "lastName": "Compton" }, { "creatorType": "author", "firstName": "Ange", "lastName": "Compton" } ], "abstractNote": "This paper reports on findings related to the Nature of Technology from Stage Two of the Technological Knowledge and Nature of Technology: Implications for teaching and learning ( TKNoT: Imps) research project undertaken in 2009. A key focus in Stage Two was the trialing of different teaching strategies to determine how learning related to the components Characteristics of Technology (CoT) and Characteristics of Technological Outcomes (COTO) could be supported. These components fall within the Nature of Technology (NoT) strand of technology in the New Zealand Curriculum (NZC) (Ministry of Education, ) and as such, reflect a philosophical understanding of technology as a discipline. During this stage of the research further exploration was undertaken to determine how student understanding of these two components of technology education progressed from level 1 to level 8 of the NZC (Ministry of Education, ). Common misconceptions and partial understandings related to these components are identified and explained and four case studies are presented to illustrate strategies employed by teachers and their impact on student learning related to these two components. The Stage Two outcomes resulted in the revision of the Indicators of Progression for CoT and CoTO in order to clarify the progression expected of students in each component and provide increased teacher guidance to support such progression.", "publicationTitle": "International Journal of Technology & Design Education", "publisher": "", "place": "", "date": "May 2013", "volume": "23", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "229-256", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "International Journal of Technology & Design Education", "DOI": "10.1007/s10798-011-9176-2", "citationKey": "", "url": "http://ezproxy.library.wwu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=87661677&site=ehost-live", "accessDate": "2016-10-05T17:01:09Z", "PMID": "", "PMCID": "", "ISSN": "09577572", "archive": "", "archiveLocation": "", "shortTitle": "Teaching the nature of technology", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic achievement", "type": 1 }, { "tag": "CURRICULA (Courses of study)", "type": 1 }, { "tag": "Characteristics of technological outcomes", "type": 1 }, { "tag": "Characteristics of technology", "type": 1 }, { "tag": "Common misconceptions", "type": 1 }, { "tag": "Education", "type": 1 }, { "tag": "Indicators of progression", "type": 1 }, { "tag": "LEARNING", "type": 1 }, { "tag": "NEW Zealand. Ministry of Education", "type": 1 }, { "tag": "Partial understandings", "type": 1 }, { "tag": "Philosophy of technology", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "TECHNOLOGY -- Philosophy", "type": 1 }, { "tag": "TECHNOLOGY -- Study & teaching", "type": 1 } ], "collections": [], "relations": { "owl:sameAs": "http://zotero.org/groups/722725/items/V9952V2Z" }, "dateAdded": "2016-10-05T18:55:41Z", "dateModified": "2016-10-05T18:55:41Z" } } ]