Enhancing Teacher Training for Online Immigrant Integration Programs: A Design Science Approach

Authors

DOI:

https://doi.org/10.46328/ijte.690

Keywords:

Design science, Co-design, Teacher training, Integration training, Online learning, Inclusive design, Self-efficacy

Abstract

In the online implementation of immigrant integration training, there are areas that receive limited attention in the pedagogical studies of Finnish language and literature subject teachers. Using the Design Science Research method, an artifact of socially significant online integration training is studied. By participating in the evaluation and development of the design of this artifact, teacher students also contribute to the design of a meta-artifact. The results can be used to create a micro-credential for teacher training, enhancing teachers' abilities to work in online training programs that promote the integration of adult immigrants. The outcomes of collaborative development provide additional insights into the development needs of educational technology and the intersections of technological and pedagogical expertise. Co-design reveals issues that can be addressed either through pedagogical expertise in a technically simple environment or by developing future technologies, such as interaction-enabling design. Based on the findings, it is recommended to strengthen technological self-efficacy and practice culturally diverse pedagogy, online presentation, and facilitation skills in teacher training and orientate in interactive educational technology.

Author Biographies

Anita Hartikainen, University of Turku

Department of Computing

Marja Johanna Ahola, LUT University

Marja Johanna Ahola,LUT UniversityUudentuvankatu 1 B4420740 Turku, Finland+358 40 7455538marja.ahola@student.lut.fiORCID 0000-0002-2056-2364

Erkki Sutinen, University of Turku

Erkki SutinenDepartment of ComputingUniversity of Turku20014 Turku, Finland+358 50 525 0460erkki.sutinen@utu.fiORCID 0000-0002-1020-3325

References

Hartikainen, A., Ahola, M.J., & Sutinen, E. (2024). Enhancing teacher training for online immigrant integration programs: A design science approach. International Journal of Technology in Education (IJTE), 7(3), 493-512. https://doi.org/10.46328/ijte.690

Downloads

Published

2024-05-30

Issue

Vol. 7 No. 3 (2024)

Section

Articles

License

Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.

The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Technology in Education (IJTE), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.

Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.