Together with wonderful Isa Jahnke we are thrilled to introduce: Emergent Practices and Material Conditions in Teaching and Learning with Technologies. An edited book published by Springer.
Acknowledgments. The anthology originated in two workshops held at CSCL in 2015 and 2017. We thank the scientific committees of these conferences for supporting the topic and scope of our workshops. We also thank all the workshop participants, especially those whose contributions did not find their way into this volume. We are particularly grateful to Crina Damşa, who contributed to tightening the arguments of the workshop proposal held at CSCL2017. The production of this volume would not have been possible without the support of our academic homes, the Department of Computer and Systems Sciences at Stockholm University and the College of Education at the University of Missouri-Columbia.
Abstract. Our volume invites the reader to explore the complexities and the dynamic character of interacting with technologies that unfold in the everyday flow of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality (AR) apps in outdoor learning. As a result, this volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology- enhanced learning. Five take-away messages are presented at the end of this chapter. They summarize how the chapters included in this volume contribute to understanding everyday practice and materiality as constitutive of human cognition, agency, educational values and creative critique. Taken together they call for complementary views of research on technologies in education and invite scholars in the field to reimagine studies about learning and teaching in the digital age.
Here is the table of content of the book that soon will be available online!
Don’t hesitate to contact me if you have any questions. email@example.com
Table of Contents
Part 1 – Conceptual Views on Practices and Materiality in Education
Chapter 2. Materiality, Learning and Cognitive Practices – Artefacts as Instruments of Thinking. Roger Säljö
Chapter 3. Unpacking Emergent Teaching Practices with Digital Technology. Teresa Cerratto-Pargman
Chapter 4. Exploring Representations of Classroom Practices Mediated by Information Communication Technologies (ICTs). Mariana Landau
Part 2 – Understanding Emergent School Practices and their Inherent Materiality
Chapter 5. Exploring the Final Phase of a 1:1 Laptop Initiative From the Teacher Perspective. Marcia Håkansson-Lindqvist
Chapter 7. WhatsApp With Science? Emergent CrossactionSpaces for Communication and Collaboration Practices in the Urban Science Classroom. Jennifer D. Adams
Part 3: Discerning Material Conditions in Informal, Outdoor learning and Learning in the Wild
Chapter 11. The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in a Summer Club. Eleni A. Kyza & Yiannis Georgiou
Chapter 12. Repertoires of Digital literacy Practices in a Student-generated Virtual Museum: Emergent Digital Multiliteracy Practices at the Core of the Museum-school Partnership. Stephania Savva
Chapter 14. Socio-material Configurations and Resources Supporting Observations in Outdoor Learning: Results from Multiple Iterations of the Tree Investigator Project. Heather Toomey Zimmerman & Susan M. Land
Part 4 – Moving Forward
Chapter 15. Encoding the Practice of Teaching and Learning With Technologies – Implications for Deep Learning. Isa Jahnke