Building interdisciplinary and intercultural bridges: Where practice meets research and theory

Burnard, Pamela; Ross, Mark; Dragovic, Tatjana; Minors, Helen Julia; Powell, Kathryn; Mackinlay, Liz

doi:10.17863/cam.12138

Cited by 2 publications

(2 citation statements)

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“…This is consistent with earlier research suggesting that digitalization opportunities should be maximized in order to make transdisciplinary materials as well as technological resources available to all [69]. Thus, we work with the framework of STEAM education [11] that involves the incorporation of creativity both in innovative classroom resources and related pedagogies [12]. In our case, the connection of physical and digital resources are key components in our projects, and by developing innovations within these frameworks we were able to show positive results in students' learning, motivations, and attitudes as well as influencing teachers' thinking on how technology could be integrated into their practices.…”

Section: Discussionsupporting

confidence: 81%

“…These issues include addressing the growing emphasis on inter and trans-disciplinary learning environments, connecting subjects more closely to the other disciplines within the STEM framework, and, more recently, the inclusion of the Arts, (broadly, through a sense of design and creativity) to develop teaching from STEM to STE-A-M transitions [11]. Developing pedagogies to nurture skills, in particular creativity and critical thinking, that are increasingly identified as necessary inclusions within the future of education [12]. Critical thinking by students and teachers as well as pedagogies may transcend boundaries of subjects and are also central elements of sustainable education [10].…”

Section: Introductionmentioning

confidence: 99%

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Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments

et al. 2022

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In this paper, we offer three examples from our research projects on both technological and pedagogical innovations to illustrate the impact of rapid technology changes on research. Members of our research team both developed and used technology applications in their research projects, utilizing design-based research (DBR). During the experiments, we encountered new challenges by the end of the research cycle due to updates in technologies. Although we had an idea of how to redesign the project for the next cycle based on the analyses of data, we noticed that we needed to not only redesign our approaches based on the research results but the changes in technologies were so rapid that materials and pedagogies needed to be altered as well. In our article, we propose an additional aspect to be considered in DBR while researching technology integration or innovative technologies. Moreover, the rapid change in technology raises further challenges to teachers’ professional development and the integration of those innovative technologies in classrooms. We anticipate our work to contribute to the development of technology resources and related pedagogies as well as the refinement of research methodologies in technology environments. Our contributions for the development of technology resources and refinement of research methods in technology-supported learning environments should, among other things, contribute to a less complex and at the same time more sustainable integration of pedagogical innovations into scientific and school practices.

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments

et al. 2022

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Learning and Teaching Music in the Twenty-First Century

López-Íñiguez¹,

Pozo²,

Echeverría³

2022

Learning and Teaching in the Music Studio

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Some years ago, in an analysis on what is happening in primary and secondary education classrooms, one of us (Pozo, 2006) referred to the film "The Sleeper" directed by Woody Allen in 1973, to serve as a metaphor for the educational situation.Many readers and particularly the younger ones may not be familiar with this film. It is a comical narration of how, after hibernating for 200 years after forced cryogenic storage, Miles Monroe, a clarinettist, played by Woody Allen himself, wakes up in USA, his home country, finding himself in a police state with its citizens under surveillance. Leaving aside other more political aspects of the film (and of Allen himself) which coincide with other, perhaps better known dystopias such as "1984", we wish to emphasize that Miles Monroe, the clarinettist stumbles upon situations which hilariously illustrate what changes have occurred in the most everyday culture and habits that Miles does not know how to respond or adapt to, giving rise to multiple comical situations. In this future, Miles the clarinettist does not go to any music classes to update his musical knowledge, but if he had, we would fear that his reaction would have been totally different because beyond shallow appearances and the presence of new artefacts and technologies, the ways of learning and teaching would have changed very little.

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Building interdisciplinary and intercultural bridges: Where practice meets research and theory

Cited by 2 publications

References 0 publications

Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments

Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments

Learning and Teaching Music in the Twenty-First Century

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