Goal-Setting and Problem-Solving in the Tech-Enhanced Classroom: A Teaching and Learning Reboot

Description

Goal-Setting and Problem-Solving in the Tech-Enhanced Classroom explores how educators can use technology to create opportunities for more immersive and rewarding learning. As child-age students demonstrate increasing competence with digital tools, and investment in learning technologies continues to climb, teachers need grounded, pedagogically attentive insights to help them leverage these devices and platforms in their profession. This book offers a variety of ideas for how pre- and in-service teachers can successfully deploy today’s educational technology platforms to serve confident, meaningful teaching and learning. Each chapter includes a concrete learning goal or problem, a narrative of an instructional experience with a specific technology, relevant theoretical and empirical underpinnings, and practical recommendations. Cover Half Title Title Page Copyright Page Table of Contents List of illustrations Chapter 1: Introducing the chasm Introduction Themes Literature and practical applications Researching the chasm Structure of each chapter References Chapter 2: March of the robots?: AI in practice Review of relevant literature and findings Historical context Research questions Taxonomies Methodology International and UK refereed journals Inclusion and exclusion criteria Research findings Coding of the literature Machine learning in education AI – broader issues in education Definitions The use of grounded theory Problems: ethics Conclusions, limitations and suggestions for further work Research design and data Case study – Ada and FirstPass Recommendations and opportunities based on evidence Emerging tech in this field Limitations of the study Emerging tech in this field References Chapter 3: Virtual insanity?: Is virtual reality still the future of education? Background literature What kind of reality? The metaverse Performance and engagement Experiments and practitioner research Theoretical models and metaphor Conclusions from the literature Recommendations for use in the classroom Google Cardboard (see below) Emerging tech in this field References Chapter 4: Hooked on dopamine?: Learning through failure in game design A narrative account of the experiences of observing student teachers using games to learn in Secondary/High School and university. Viewpoint piece incorporating background literature Why learn by playing? Literacies and skills Autonomous learning Game-based learning methods Edtech as an enabler? Connectivism Empirical data – small-scale research project in Atherton (2018b) Recommendations for use in the classroom Emerging tech in this field References Chapter 5: Search smarter?: Leveraging Pinterest for learning Background literature Defining social media in the context of education Informal learning Skills and digital literacies Conclusions Empirical data Data collection and analysis Analysis Analysis of responses Barriers to using social media Conclusions, limitations and suggestions for further Work Strengths, limitations and suggestions for further research Recommendations for use in the classroom Emerging technology in this field References Chapter 6: The tip of the iceberg?: Social media in education Viewpoint piece, incorporating relevant literature and research The neutrality of data? Big data vs small data Big data vs small data digital positivism Theoretical models The neoliberal academic Data, findings and discussion Edtech Expo, Liverpool 2018 LinkedIn Twitter Edtech Thought Leaders, online, 2020, Remo Conclusions References Chapter 7: What is your edtech journey?: Autoethnography and the importance of learning journeys Main research questions Background literature Why autoethnography? Centring the author Diversity and academic validity Iconoclasm and innovation Critique Research design Findings and analysis My own attendance edtech events – academic conferences Thematic analysis of promotional materials for events and social media activity Conclusions, limitations and suggestions for further work Emerging tech in this field References Chapter 8: Blockchain, edtech and learning communities Background literature Defining blockchain Blockchain is in its infancy A work in progress? Caution and hostility Emerging systems for data management in education From Web 3.0 towards Web 4.0? Conclusions and further research Empirical data Other online educational communities Opogo Opogo as a learning community Lockdown and the pandemic pivot Recommendations for use in the classroom Emerging tech in this field GoBubble References Chapter 9: Rhizomatic learning: Pearltrees and online curation tools Theoretical piece Introduction Becoming – the journey to Web 4.0? A challenge to the neoliberal learning culture Research methods, findings and analysis Recommendations for use in the classroom The circum-curriculum Emerging tech in this field References Chapter 10: Podcasting in education Background literature Introduction Literature objectives and search methodology Reflection and collaboration Research methods and student confidence Autoethnography Exploratory dialogue Collaborative autoethnography Research design, findings and discussion Pilot project – design, findings and discussion Data collection Ethics Findings and analysis Coding Themes Discussion Candour Disconnect between statements and emotions Opportunities to do things differently Conclusions, limitations and suggestions for further work Suggestions for use in the classroom Emerging technology in this field Anchor.fm Vocaroo Rode VideoMic Me Podcast platforms References Chapter 11: Edpuzzle: Online video for learning – questioning and online assessment Background literature Flipped classroom Secondary/High School and problem-solving Secondary/High School – explicit instruction and feedback Conclusions from the literature Recommendations for use in the classroom Transcript from interview with Victoria James from Edpuzzle on Edtech Innovators podcast (Atherton 2022) References Chapter 12: Conclusions: Edtech and education – moving forward together Synthesis of relevant literature Connectivism Connectivism and bridging the chasm Narrative writing Autoethnography Summary of themes in the literature Methodologies used and researcher standpoint Mixed methods research Research paradigms and ontological and epistemological standpoints Instrumentalism Positivism Overview of methods Collaborative autoethnography Outcomes of the book A refinement of the literature review process Conclusions Collaborative autoethnography? Adopting a multihyphenate approach Impact and recommendations for further study Suggested further research The importance of the lived experience in writing about edtech References Index