Hello i  think there are may apps can be used directly for the activities 

no need to design here ,you just b=need to be careful of the objectives of the activities and to relate them to the lesson objectives 

This paper presents ideas about design process for integrating technology into overall instructional design and learning goals.  It may provide you some ideas.

Article The integration of technology and language instruction to en...

Prof.Micheal thank you so much for your providing me your article. I hope it will be helpful for my study.

I would look at work by Pierre Dillenbourg on orchestration. Also, many have found helpful the work of Mishra & Kohler on "TPACK". In either case, the researchers celebrate teachers' deeper, rather than superficial, understanding of integration challenges. Teachers, unlike many lab designers, are looking for technology that aligns with curriculum, enhances facilitation, customizes pace, aggregates scores, visualizes needs in real time, weighs in on immediate responses (both individual and class discussion), interconnects with other key resources, and eases reporting and sharing with other stakeholders (e.g., involved colleagues). On the other hand, teachers rarely have the wherewithal to read up on theory, attend conferences, and learn to operate new applications. This makes crucial the role of district ed-tech experts who liaise, mentor, and monitor within- and across schools, to help teachers achieve their needs. There are some delicate issues around what teachers want and what they need, if you see my point, and these issues must be approached with respect and care. Remember that teachers' scope are far more about "Monday" than "Some Day", if to paraphrase Seymour Papert.

You might want to check out this recent journal of learning sciences article. It probably focuses more on co-design than in what you seem to be talking about in your study. However, it does deal with issues of analyzing how teachers do or don't take up tools/practices (accept/reject/adapt etc.).

Severance, S., Penuel, W. R., Sumner, T., & Leary, H. (2016). Organizing for teacher agency in curricular co-design. Journal of the Learning Sciences, 25(4), 531-564.

http://www.tandfonline.com/doi/full/10.1080/10508406.2016.1207541

HCI could work, others used in schooling contexts include TPACK (though there isn't really an instrument designed for TPACK, one of its flaws), and SAMR is also another one bandied about. The Padagogy wheel is also used by teachers as a tool to identify relevant IT tools/apps. You could potentially take something like HCI as an instrument or lens nd try to align/evaluate these other less formal tools/models from this angle given they are used already in schools?

I am looking at your original question and the answers above -- not seeing they answer what you are asking!!

Here's what you said, Zuheir:  Your purpose is to explore factors influencing how middle school teachers design technology integration activities and the challenges they face.  Your basic question was what framework(s) would best focus on the teacher as designer and you mention both computer-human interaction and instructional technology as potential choices.

Both of these frameworks are highly general and do not focus on "the teacher as designer and integrator of technology-supported activities appropriate for middle school students."  Middle school students as a category is highly diverse and to individualize appropriate activities with this population requires a different kind of framework and way of thinking about your research goals and questions.

My suggestion is to go to psychological principles of learning, motivation, and development as the grounding theoretical framework BEFORE you try to find a framework that looks at technology integration strategies. 

Techers as learners need to understand at a deep level what works and may not work for some students because of their maturity, emotional and intellectual development cultural backgrounds, gender, and a host of other relevant variables teachers mostly know lead to performance differences.

In addition to the resources and suggestions already mentioned (alignment with learning goals, TPACK, SAMR, etc.), I will offer a suggestion that pertains to your interest in "challenges that teachers faced while designing the materials for technology integration activities."

I have found that many teachers approach technology integration too much as an event, rather than a learning process that they need to allow to unfold for themselves over time.

I recommend the booklet Taking Charge of Change as a guidebook for faculty to understand this adoption process and incorporate several intermediate milestones that build on each other as the instructor gains proficiency in using the technology and aligning it with their curricular goals.

http://files.eric.ed.gov/fulltext/ED282876.pdf

You can look at the revised Technology Integration Model (TIP) by Roblyer that combines both the TPACK and TIP models for meeting the needs of teachers as designers. I hope you find it useful.

https://prezi.com/6wzyp8od7ns1/technology-integration-planning-model/

Professors and colleagues thank you so much for your input

Try 'PBL' = Project Based Learning. Read more on http://www.bie.org/about/what_pbl

Agree with Barbara - It will also depend on the theoretical perspective you are taking and whether you plan to undertake qualitative or quantitative studies and at what level - if wanting to study design and effective integration rather than just acceptance/use of technology as your question implies, then qualitative methodology is likely to be a more effective approach. You may want to consider action research or ethnography, or other approaches where you could work with teachers over an extended period of time to both observe their practice and ask questions to explore their experiences and beliefs.

I tend to prefer an Action Research framework for developing case studies that have a similar context to what you are planning as I share the output with colleagues with the intention of practical application/discussion.  However, it is not clear if you are observing or will take any active intervention.  You may find the chapter useful as part of your deliberations and decision process. 

http://www.actionresearch.net/living/marianlothian/mlphdch3.pdf

Hello, 

I would like to suggest 2 of my papers that you can find some crucial information. These are:

1. Pellas, N. & Boumpa, A. (2016). Open Sim and Sloodle integration for pre-service foreign language teachers’ continuing professional development: A comparative analysis of learning effectiveness using the CoI model. Journal of Educational Computing Research, 54(3), 407-440.

2. Pellas, N. & Boumpa, A. (2016). Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using Open Sim and Sloodle. Education and Information Technologies Journal, 1-26. DOI: 10.1007/s10639-016-9465-1.

 Kind regards

NP

Consider following a multi disciplinary approach and even one that will include qualitative research .

Your area of study is drawing much attention & interest currently. I have selected texts, conference presentations and articles from 2000 to 2017.They should assist with the framework as well as provide relevant insights into how teachers are meeting this challenge successfully.:

Book: Turning Points 2000: Educating Adolescents in the 21st Century.

Jackson, Anthony W.; Davis, Gayle A.: https://eric.ed.gov/?id=ED448910

Article: Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice.

http://www.tandfonline.com/doi/abs/10.1207/S15327809JLS1204_2         

Chapter: Investigating the mutual adaptation process in teachers' design of technology-infused curricula.

https://books.google.tt/books?hl=en&lr=&id=0JM5N9PUZM8C&oi=fnd&pg=PA342&dq=teachers+technology+middle+school+design&ots=dDtTg4GAef&sig=T1FML79xj2ZdXba8VUuzG8zwFRc&redir_esc=y#v=onepage&q=teachers%20technology%20middle%20school%20design&f=false

Article: Engineering-Based Problem Solving in the Middle School: Design and Construction with Simple Machines Construction with Simple Machines

Lyn D. English · Peter Hudson · Les Dawes

Conference Paper: Middle School Teachers’ Perceptions of School Culture. Preliminary study in Poland Aleksandra Tłuściak-Deliowska · Urszula Dernowska

Article: Online Learning Tools for Middle School Science: Lessons Learned from a Design-Based Research Project.

Fatima E. Terrazas-Arellanes · Carolyn Knox · Lisa A. Strycker · Emily D. Walden

Best Wishes

You might find a recent double special issue of the Journal of Mathematics Teacher Education to be useful as it focuses on the topic of "Mathematics Teachers as Partners in Task Design"; see:

http://link.springer.com/journal/10857/19/2/page/1

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