Learning before technology: What is needed, pedagogically, for students to benefit from new technology? augmented reality as an example

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

Abstract

International comparative research has shown that students are still predominately using ICT for low-level use like seeking information on the internet, net based tests etc. High-level use in science might for example be when students are working inquiry-based in meaningful contexts using ICT for data collection and analysis, and in modelling, animating and communicating about science phenomena. This paper provides an overview of research-informed pedagogical principles for supporting student learning in science with ICT, and continues to present empirical research examining possibilities, challenges and teacher and student outcomes when applying augmented reality (AR) technology in lower secondary science teaching with a focus on students as active producers. These analyses are based on multiple mainly qualitative data examining e.g. teacher and student exploratory dialogues.
In the results, pedagogical principles are presented under the headlines of learning as situated, mediated and distributed. The principle of situated learning of science with ICT can for example be applied by supporting students’ inquiries in real-life contexts with mediating digital artefacts and tools like datalogging equipment, but exploratory student-student and teacher-student dialogues must also be seen as a mediating (pedagogical) tool. Distributed learning through ICT-supported inquiry-based activities are emphasized as also including model-based inquiry, where students are collaboratively generating, testing and revising explanatory models. In the analyses following students work with AR models and animations their co-construction of meaning related to the science content appeared to be dependent of the teachers’ thorough use of micro-scaffolding with questions and prompts. The examples from the piloting parts where students were themselves producing AR animations and representations in particular revealed affordances for their creative and collaborative use of the digital resources. “Learning before technology” is emphasised in the conclusion: The critical role of the teacher and the classroom dialogues also when working with digital tools and place-based technologies.
OriginalsprogEngelsk
Publikationsdato2018
Antal sider1
StatusUdgivet - 2018
BegivenhedXVIII IOSTE SYMPOSIUM: FUTURE EDUCATIONAL CHALLENGES​ FROM SCIENCE & TECHNOLOGY PERSPECTIVES - Malmo University, Malmo, Sverige
Varighed: 13 aug. 201817 aug. 2018

Konference

KonferenceXVIII IOSTE SYMPOSIUM: FUTURE EDUCATIONAL CHALLENGES​ FROM SCIENCE & TECHNOLOGY PERSPECTIVES
LokationMalmo University
LandSverige
ByMalmo
Periode13/08/1817/08/18

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