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Issues Vital to Address
This book unpicks how the growing role of technology in learning, particularly tools and machines designed to solve real-world problems, is impacting thinking and expression. Discussed are processes, which must be understood to apply technology tools successfully; practices, to determine how to implement effective technology support to assist thinking, communication, and collaboration; performance, in terms of student experiences of technology; and predictions, to outline and analyze current technology trends.
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Issues Vital to Address
This book unpicks how the growing role of technology in learning, particularly tools and machines designed to solve real-world problems, is impacting thinking and expression. Discussed are processes, which must be understood to apply technology tools successfully; practices, to determine how to implement effective technology support to assist thinking, communication, and collaboration; performance, in terms of student experiences of technology; and predictions, to outline and analyze current technology trends.
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Swedish and International Perspectives
In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
Swedish and International Perspectives
In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
Volume Editor:
Esports is a global phenomenon that has attracted the attention of multiple interested parties—from investors to K-12 schools and universities. This text chronicles the multitude of ways that people are making meaning within and around the esports ecosystem. Literacies that occur in the esports ecosystem are the result of a collision of diverse experiences, actions, peoples, games, software, hardware, and roles. These literacies are multifaceted, multilayered, and multifarious. By acknowledging the call that these literacies hold, stakeholders can argue for their appreciation at all levels of the ecosystem. Literacies of the Esports Ecosystem answers this call.
Contributors are: Anthony Betrus, Andrew Cochran, Luis Cortez, Jason Engerman, Thorkild Hanghøj, Ryan Rish and Kevin Sweeney.
Contributors are: Anthony Betrus, Andrew Cochran, Luis Cortez, Jason Engerman, Thorkild Hanghøj, Ryan Rish and Kevin Sweeney.
Volume Editor:
Esports is a global phenomenon that has attracted the attention of multiple interested parties—from investors to K-12 schools and universities. This text chronicles the multitude of ways that people are making meaning within and around the esports ecosystem. Literacies that occur in the esports ecosystem are the result of a collision of diverse experiences, actions, peoples, games, software, hardware, and roles. These literacies are multifaceted, multilayered, and multifarious. By acknowledging the call that these literacies hold, stakeholders can argue for their appreciation at all levels of the ecosystem. Literacies of the Esports Ecosystem answers this call.
Contributors are: Anthony Betrus, Andrew Cochran, Luis Cortez, Jason Engerman, Thorkild Hanghøj, Ryan Rish and Kevin Sweeney.
Contributors are: Anthony Betrus, Andrew Cochran, Luis Cortez, Jason Engerman, Thorkild Hanghøj, Ryan Rish and Kevin Sweeney.
Abstract
Virtual Reality (vr) is widely purported as an effective strategy for learning practical skills across disciplines such as medicine and sport, but it has yet to be fully exploited in relation to education. Learning how to engage pedagogically with students calls for sophisticated and nuanced relational skills, but opportunities to practice these with ‘real’ learners are often hard to access. This is especially so for students who are learning how to enact relational pedagogies with infants in early childhood education settings (ece) through sensing encounters. To address this lacuna, the authors co-designed and trialled a prototype for a vr game scenario that simulated ‘real-life’ presence with a virtual infant to explore its potential for learning relational pedagogies based on observable features of presence. The authors videoed the vr screen as cohorts of ece students and teachers interact with the prototype simulation and/or observed their peers. The authors found that learners quickly became sensorially engaged once they had mastered the technology. Their application and attitudes towards important features of relational pedagogies were keenly evident through these engagements – on and off the screen – with opportunities for future development identified.
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Abstract
This article offers a means of analysing social networking, visual dialogues of emojis, gif s (images in the Graphics Interchange Format), embedded images, videos, and url s (Uniform Resource Locators). Doing so addresses these often overlooked and undervalued forms of visual communication, suggesting a unique means of gaining insights into their use within online interactions. Utilising a Bakhtinian methodology, the author extracts excerpts from her research, situated within Facebook, to demonstrate a Bakhtinian genre analysis, a framework that the author contends is adaptable to multiple social networking spaces. Highlighting emojis, gif s, embedded images, videos, and url s as integral components of online communication, an emphasis is placed on how the text dances with the visual, presenting a nuanced framework for such an analysis. Consequently, an argument is developed for the significance of visual dialogues in contemporary online spaces, and the need for researchers to better understand these dynamic forms of communication, offered through Bakhtinian dialogism.
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Abstract
Film making provides a tool for Indigenous peoples of West Papua to tell a story, consolidate community collective memory (solidarity), support human rights advocacy and assist trauma healing. Moreover, films raise critical awareness among Indigenous Papuans in relation to the outside world. Film making allows Indigenous voices to be seen and heard by others beyond West Papua. So, film is an important media tool with the potential to enable vulnerable Indigenous communities to produce knowledge, and tell stories about life and culture from their own perspectives. It also supports Indigenous West Papuan communities to document human rights abuses and to advocate for their human rights in the international arena. Film making therefore provides an important medium to expose the oppressive realities of Indigenous peoples’ lives in in West Papua, so often distorted by the propaganda of the occupying Indonesian military. This article explains the context of film making in West Papua. Next it shares some personal experiences of film making in West Papua before sharing three approaches adopted by Indigenous West Papuan filmmakers. These film making approaches empower Indigenous communities to tell their own stories and support their own decolonization goals.
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In recent years, school building policy in New Zealand has emphasised the development of flexible learning spaces (fls). Through deliberate design choices, flexible learning spaces are intended to promote student-centred and collaborative teaching practice, creating an innovative learning environment which is adaptable and future-focussed. However, this intended practice is not always realised. This article draws on data from a study examining the practice of seven English teachers working in a flexible learning space in one New Zealand secondary school. Using Lefebvre’s spatial triad of conceived, perceived and lived space, the author will argue that elements of the learning space are imbued with layers of visual symbolism, highlighting the tensions between the rhetoric and the reality of innovative practice in flexible learning spaces. While the policy intent of the flexible learning space is made visible through elements of its design, the use of the space by teachers and students indicates that their visual interpretations of these elements can serve to reinforce teaching and learning practices that flexible learning spaces are designed to disrupt. These findings highlight that teachers require increased spatial competence and critical awareness of visual learning space elements to maximise the potential of fls for innovative teaching and learning.
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Abstract
How can school-weary youth regain faith in their abilities and their own future? The film discussed in this article is a critique of compulsory school’s inability to mediate knowledge and self-confidence through practical experiences. We meet two young boys who describe their schooldays as a time of little self-accomplishment and little joy in learning. Being given the opportunity to participate in the practical relation between themselves, the materials, the tools, and the customers at the car workshop Midtun Dekk, they now have experienced performance accomplishment and developed self-efficacy. They both emphasize how this workplace has changed their lives and their attitude towards themselves, and they both express a sincere gratitude to the company manager who gave them trust and responsibility. This article will highlight some of the conditions that may have contributed to their positive development. The determinative experiences of the boys combined with the power of visual communication makes it also necessary to discuss some of the considerations to be made in the process of presenting research through a research film. The author wants to ask: How much is it acceptable to edit in a research film? Can too much intervening change the result from argumentative reasoning to propaganda?