Growth in teachers' knowledge while learning to teach with multimedia: what has been learned from concrete educational experiences?

Abstract

This is an interpretative research study and presents findings of five case studies where the evolution of teachers' knowledge throughout the design and implementation of teaching material using a simple authoring tool is analysed and explained within its context of occurrence. Data were collected via interviews, field notes, artefacts and reflective notes. Findings suggest modifications in some aspects of the teachers' knowledge but stability in others. This study also suggests that specific features of the teachers' cultural, personal and context-related constructs inhibited the practice of teaching languages with multimedia. Further research is suggested to redefine the content and context specific educational practice with multimedia.