Please use this identifier to cite or link to this item:
Title: Dynabook: Supporting Teacher Learning about Mathematical Thinking
Authors: Roschelle, Jeremy
Patton, Charles
Murray, Elizabeth
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Roschelle, J., Patton, C., & Murray, E. (2012). Dynabook: Supporting Teacher Learning about Mathematical Thinking. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 275-282). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: To advance the conference theme of the "future of learning," we report our investigations of how the change from paper textbooks to digital curriculum resources may change the Learning Sciences, and how, in response the Learning Sciences could grow to make significant advances to digital curriculum resources. We highlight the changing relationship of the "reader" and the "resource" in digital age. We believe something like a "textbook" will continue to be a central focus and source of structure in future learning environments, but that unreflectively carrying forward textbook conventions and assumptions about how "reading" relates to "learning" may not be productive. Building on universal design for learning (UDL) theories and our own "Dynabook" investigations, we sketch a framework for rethinking the nature of digital curriculum resources and highlight how the field of the learning sciences might grow to play a stronger role in the coming tidal wave of "digital first" learning resources.
Appears in Collections:ICLS 2012

Files in This Item:
File SizeFormat 
275-282.pdf574.48 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.