Emerging genres of teaching and learning and digital technology

Module C explored changes in teaching and learning given developments in and use of emerging digital technologies and how these technologies represent and diffuse knowledge representation while enabling and facilitating  learning-on-demand and embodiment; information visualization; and collaboratories. The use of hand-held and virtual realities within the teaching and learning process are also explored.

Animations, simulations, and modeling tools were explored to investigate different ways that knowledge related to science and math can be represented. This exploration paralleled closely with my consideration/definition of technology as also a process, way of being and acting, as students experiences with and from these representations enhanced or constrained their understanding of math and science concepts.

I. Knowledge Representation and Information Visualization for Learning Math and Science: information visualization digital tools, such as animations, simulations, and modeling tools

I investigated Mathematics and the use of illuminations on Grade 7 mathematics skills development to enhance students understanding and ability to conceptualize fraction, decimals and percents in relation to each other. Again a recurring theme for me is the embodiment, representation and visualization of real-life authentic learning as well as the use of tools and processes that facilitate such. See unpacking assumptions. Illuminations applets and activities provide simulations that, if properly designed and used in the right context, will enhance and foster conceptual understanding (Finkelstein et al., 2005). When integrated within tasks designed to promote inquiry and understanding of Grade 7 mathematical outcomes, students are provided with an opportunity to enrich their thinking and improve their comprehension of abstract concepts. See further analysis here and a copy of the lesson Illuminations Lesson for Fractions – e-folio.

II. Knowledge Diffusion and the Social Construction of Knowledge in Online Networked Communities

Another affordance of new digital technologies seen is that of increasing collaboratories and removing boundaries to classroom structures. Online virtual communities of practice are explored along with the experiences and processes of students in developing learning experiences, generating knowledge, interacting and how the tools dictate or foster different types of interactions and products.  I explored Second Life and Virtual field trips in facilitating math/science knowledge/skills, particularly on how  knowledge relevant to math and science possibly generated in these networked communities.  My concept and definition of math and science skills/knowledge are primarily: enquiry, concepts, exploration/procedures, observation and critical thinking and analysis and logical construction of hypotheses and testing, see unpacking assumptions and Technology Enhanced Learning Environment:LFU and WorldWatcher – Integrating content studies and inquiry process learning. The generation of such knowledge is enabled within second life and virtual field trips primarily through interactive activities, interaction with concepts or organisms within virtually realistic simulations of real environments and through the creation of a collaborative and extended learning community.  Given such benefits, do virtual experiences supplement or supplant real ones? When do we use which? See Knowledge Diffusion and the Social Construction of Knowledge in Online Networked Communities

 III. Embodied Learning, Hand-held Wireless Technologies, Virtual Realities and Haptics

The proliferation of hand-held wireless technologies have further extended concepts of embodiment, collaboratories and anytime anywhere access to education. I investigated m-learning, mobile apps and embodied knowledge focusing on customising mobile technology for exploration, interactivity and independent learning. For a discussion on embodied learning and the opportunities for mobile apps  in extending classrooms, and providing anytime, anywhere access  (including suggestions for customisations). See Investigating m-learning, mobile apps and embodied knowledge – Mobiles – Customising for exploration, interactivity and independent learning