Please use this identifier to cite or link to this item:
|Title:||Redesigning Classroom Learning Spaces: When Technology Meets Pedagogy and When They Clash|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Charles, E., Lasry, N., & Whittaker, C. (2012). Redesigning Classroom Learning Spaces: When Technology Meets Pedagogy and When They Clash. 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 2, Short Papers, Symposia, and Abstracts (pp. 207-211). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||As educational institutions look to the future, there is growing interest in constructing technology-rich classrooms. Using a three-part study, this research examined the relationship between pedagogy and socio-technological spaces in a college-level physics course. The first part looked at the effect of implementing socio-technological environments on students' conceptual change, while comparing implementations made with different pedagogies (active learning vs. `enabled-traditional' instruction). The second looked at the students' perceptions of this new learning space. The last examined the effect of the instructors' perception of their instructional approach (teacher-centered versus student- centered) on students' conceptual learning. Findings show that active instructional approaches are an essential condition for success of socio-technological spaces. Students who received an active learning pedagogy achieved greater conceptual gains and were more able to take up the affordances for learning of the environment.|
|Appears in Collections:||ICLS 2012|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.