{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110561"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110561","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Using web-based authoring tools to overcome the third barrier to classroom technological integration: design thinking","abstract":"DSpace SAF Submission Ingestion Package generated from Vireo submission #16526 on 2021-09-16 at 16:47:24","abstract_html":"DSpace SAF Submission Ingestion Package generated from Vireo submission #16526 on 2021-09-16 at 16:47:24","abstract_has_math":false,"creators":["Tamayo, David"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Lindgren, Robb","D'Angelo, Cynthia","Tissenbaum, Michael"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T01:11:16Z","date_published":"2021-09-17T01:11:16Z","updated_at":"2026-07-22T22:24:52Z","subjects":["Design Thinking","Technological Integration","Co-Design","Authoring Tools","Web-based","WebXR","Emerging Technology","Curriculum Development","Instructor Partnership","Collaboration","Prototype","Classroom Implementation","Case Study"],"languages":["en"],"rights":["Copyright 2021 David Tamayo"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110561","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lindgren, Robb","D'Angelo, Cynthia","Tissenbaum, Michael"]},{"key":"dc:creator","label":"Author","values":["Tamayo, David"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T01:11:16Z","2021-04-27","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Design Thinking","Technological Integration","Co-Design","Authoring Tools","Web-based","WebXR","Emerging Technology","Curriculum Development","Instructor Partnership","Collaboration","Prototype","Classroom Implementation","Case Study"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 David Tamayo"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110561"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["DSpace SAF Submission Ingestion Package generated from Vireo submission #16526 on 2021-09-16 at 16:47:24","To meet the demand for technologically integrated classrooms, it takes more than simply solving for access to technology and convincing teachers of their use. The literature presents design thinking as an additional barrier to this goal. Although the emphasis has gone towards training instructors to attain technological knowledge, there are several limitations to such an approach. In this study, a process of co-design was evaluated as a strategy to develop design thinking on integrating new web technologies into the classroom. By recognizing separate knowledge domains, collaboration, and iterative cycles, the process was identified as the Instructor-Developer Design Process (IDDP). Instructors participated in working with developers to extend the design of features for a web-based authoring environment that uses WebXR technology to provide cross-platform accessibility, run-time network syncing, custom asset imports, and user interactions. With an explanatory case study that involved interviewing two instructors that implemented lessons using the platform, the purpose was to investigate how those characteristics that make up design thinking were shaped by the process. Even though there are limitations due to having a small sample size, this study supported our research hypothesis that going through the IDDP led to more design thinking on the integration of web tech into the classroom. It also recognized the potential obstacles in this process such as the translation of ideas to developers and emphasized collaborative prototype testing as an essential activity for the process.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, David Tamayo, accepted the attached license on 2021-04-26 at 18:56.","The student, David Tamayo, submitted this Thesis for approval on 2021-04-26 at 19:31.","This Thesis was approved for publication on 2021-04-27 at 14:39.","Made available in DSpace on 2021-09-17T01:11:16Z (GMT). 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The literature presents design thinking as an additional barrier to this goal. Although the emphasis has gone towards training instructors to attain technological knowledge, there are several limitations to such an approach. In this study, a process of co-design was evaluated as a strategy to develop design thinking on integrating new web technologies into the classroom. By recognizing separate knowledge domains, collaboration, and iterative cycles, the process was identified as the Instructor-Developer Design Process (IDDP). Instructors participated in working with developers to extend the design of features for a web-based authoring environment that uses WebXR technology to provide cross-platform accessibility, run-time network syncing, custom asset imports, and user interactions. With an explanatory case study that involved interviewing two instructors that implemented lessons using the platform, the purpose was to investigate how those characteristics that make up design thinking were shaped by the process. Even though there are limitations due to having a small sample size, this study supported our research hypothesis that going through the IDDP led to more design thinking on the integration of web tech into the classroom. It also recognized the potential obstacles in this process such as the translation of ideas to developers and emphasized collaborative prototype testing as an essential activity for the process.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, David Tamayo, accepted the attached license on 2021-04-26 at 18:56.","The student, David Tamayo, submitted this Thesis for approval on 2021-04-26 at 19:31.","This Thesis was approved for publication on 2021-04-27 at 14:39.","Made available in DSpace on 2021-09-17T01:11:16Z (GMT). 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