Echoing Kozma (2003) and Roblyer (2012), ideal pedagogical TELE design restructures classroom environments towards collaborative learning, where each teacher as ‘script writer’ contributes intentional goals towards purposeful vision for education. Jonassen’s (2000) definition of technology as providing ‘cognitive affordances’ helps reframe learning from computers and teachers towards learning with computers and teachers, thinking in meaningful ways accessing ‘mindtools’ to construct knowledge engaged by activities.
Designers create interactive environments (ex. physical classrooms and virtual spaces) as opportunities for students to move from passive consumers towards active constructors, facilitating knowledge acquisition and application, individually and collectively to critically solve problems. Based on gamification, designers should personalize instruction differentiating learners through achievable challenges, rewarding incentives and frequent reinforcement (Willis, 2017). Designing TELEs require creative reflection, exploring ‘intellectual tools’ given social context, experimenting through iterative prototypes by trial-and-error, keeping recent with literature on changing technological relationships. Teacher perception and professional development are key factors affecting success, wrestling between technology as substitute or supplement along with other social dynamics.
Willis, Judy. “A Neurologist Makes The Case For The Video Game Model As A Learning Tool”. Edutopia. N.p., 2017. Web. 12 June 2017.
I like the fact that brought in the fact teachers still have to deal with the physical space.
I wonder if teacher’s reflect too much when designing TELEs — if anything gets done.
A good next step might be to explain the reflection portion of the designing TELEs.
Thanks for the comments. Physical space can be seen as both a limitation and an opportunity, where even architecture carries meaning (ex. rows, pods). As per reflection in design, the words ‘prototype’ and ‘iteration’ come to mind where TELE’s are in constant beta, tested with each run through and continually revised based on student engagement and response.