Interactive Learning Environments

Psotka, Joseph

doi:10.1007/978-1-4419-1428-6_321

Cited by 17 publications

(7 citation statements)

References 3 publications

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“…When a ULE is implemented, communicative EFL competences together with the digital competence can be enhanced by not only accessing the internet but by creating, presenting, communicating and sharing students' knowledge inside and outside the classroom. The insightful contributions of students on the forums and the frequent interaction among learners draw attention to positive motivational attitudes improved in this study (Psotka, 2012). As Cohen (1994) suggested, successful collaboration would take place if the classroom is restructured around productive teams (Burbules, 2004).…”

Section: My Weak and Strong Abilities Todaymentioning

confidence: 73%

Learning technologies and EFL teamwork

García-Sánchez¹,

Burbules²

2016

rlfe

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In this article, we discuss how technology-based learning methodologies developed in primary and secondary education can offer useful approaches to higher education instruction. For example, young and adult Spanish speakers are often used to participating in discussions and debates in their English as a Foreign Language (EFL) courses. This paper highlights how this model can help support a wider collaborative, ubiquitous learning environment that supports in-class and out-of-class interactions that allow 21 st century second-language learners to work with other peers in building (digital) knowledge and forming stronger arguments in English. This article emphasizes that mastering communication skills, cooperation, and collaboration through a combination of learning technologies are themselves necessary 21 st century skills in today's citizens. These capabilities can help to establish a continuous lifelong learning orientation when dealing with education at different stages of life. We will conclude that higher education assessment strategies need to be transformed in order to appreciate these collaborative, digital and EFL students' outcomes.

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Section: My Weak and Strong Abilities Todaymentioning

confidence: 73%

Learning technologies and EFL teamwork

García-Sánchez¹,

Burbules²

2016

rlfe

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“…Far from obvious, technology is a nuanced term whose meaning can vary considerably depending on one's field of scholarship, philosophical commitments, and theoretical affiliations. Often used interchangeably with terms like technological devices , technological artifacts , technological tools , mediating objects , interactive systems , and technological design (Brown & Sammut, ; Psotka, ), technology sometimes denotes engineering process whereby new devices are created and at other times its products (the devices themselves). It is also used in reference to academic disciplines or fields of study like instructional technology (Elen & Clarebout, ).…”

Section: Emerging Technologies Definedmentioning

confidence: 99%

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

Oliveira

Feyzi-Behnagh

et al. 2019

Human Behav and Emerg Tech

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This paper reviews the literature on emergent technologies from the field of science education. In an effort to summarize the current state of research, and identify specific types of technologies that have recently “emerged” in K‐12 science classrooms, we review papers featured in leading science education venues in recent years. The reported trends suggest that, as a field, science education has become increasingly characterized by hermeneutic and alterity relations wherein the physical world is experienced indirectly through technological representations or has become secondary to students' experiences as it is “pushed aside” by emergent technological artifacts such as computer simulations, virtual labs, mobile devices, robots, games, and digital photography and drawing. As a result, science educators are faced with the challenge of helping students view technological instruments not as transparent and neutral devices that simply “depict reality” (naïve instrumentalism) and reveal what is “really” there (naïve realism), but as powerful epistemic tools that help co‐constitute the reality being investigated, often (re)shaping what counts as “real” in revolutionary ways. It is argued that new technologies do not actually emerge in sociocultural vacuum and that more attention needs to be been given to sociocultural aspects of technological innovation in science classrooms.

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“…Far from obvious, technology is a nuanced term whose meaning can vary considerably depending on one's field of scholarship, philosophical commitments, and theoretical affiliations (Oliveira et al, 2019). Often used interchangeably with terms like technological devices, technological artifacts, technological tools, mediating objects, interactive systems, and technological design (Brown & Sammut, 2012; Psotka, 2012), technology sometimes denotes engineering process whereby new devices are created and at other times its products (the devices themselves). It is also used in reference to academic disciplines or fields of study like instructional technology (Elen & Clarebout, 2012).…”

Section: Critical Conceptualizationmentioning

confidence: 99%

Theorizing technology and behavior: Introduction to special issue

Oliveira

2020

Human Behav and Emerg Tech

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What is "behavior"? What is "technology"? What is the relation between behavior and technology? In an effort to address these fundamental questions and provide the field with a more solid and coherent theoretical foundation, we assembled a special issue wherein scholars from various academic fields (psychology, economy, communication, science education, learning sciences, and anthropology) theorize what it means to "behave with a technology." We begin by presenting the literature that sparked these questions and inspired us to take strides in this theoretical direction. The editorial then ends with a description of how this special issue is organized and an overview of the set of papers that compose it. K E Y W O R D S behaving with technology, human tool use as behavior, learning as behavior, theories of human action, tool use as learned behavior

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Interactive Learning Environments

Cited by 17 publications

References 3 publications

Learning technologies and EFL teamwork

Learning technologies and EFL teamwork

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

Theorizing technology and behavior: Introduction to special issue

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