Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2268
Title: Redesigning Classroom Learning Spaces: When Technology Meets Pedagogy and When They Clash
Authors: Charles, Elizabeth
Lasry, Nathaniel
Whittaker, Chris
Issue Date: Jul-2012
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.
URI: https://doi.dx.org/10.22318/icls2012.2.207
https://repository.isls.org//handle/1/2268
Appears in Collections:ICLS 2012

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