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Title: Mind the Gaps: Using Patterns to Change Everyday Classroom Practice Towards Contingent CSCL Teaching
Authors: Prieto, Luis P.
Villagra-Sobrino, Sara
Dimitriadis, Yannis
Schank, Patricia
Penuel, William
DeBarger, Angela Haydel
Issue Date: Jun-2011
Publisher: International Society of the Learning Sciences
Citation: Prieto, L. P., Villagra-Sobrino, S., Dimitriadis, Y., Schank, P., Penuel, W., & DeBarger, A. H. (2011). Mind the Gaps: Using Patterns to Change Everyday Classroom Practice Towards Contingent CSCL Teaching. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 518-525). Hong Kong, China: International Society of the Learning Sciences.
Abstract: Educational research has established the benefits of adapting lesson plans and teaching to the evolution of student knowledge and emergent occurrences in the classroom. This kind of improvisatory adaptation of teaching, however, is seldom seen in everyday classroom practice of CSCL. This paper describes two independent research projects that aim to influence authentic classroom practices to promote this kind of teaching using the same collaborative learning tool, Group Scribbles. Evidence from both projects shows that merely providing technologies that support this adaptation is not enough to provoke the change and that exposing teachers to good uses of the tool (in the form of pedagogical patterns) also has limited success. Both projects highlight the difficulty for practitioners to bridge the gap between de-contextualized advice and contextualized classroom situations. We propose the use of more atomic, actionable moves to help teachers orchestrate technology to support deeper collaborative knowledge building.
Appears in Collections:CSCL 2011

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