Please use this identifier to cite or link to this item:
|Title:||Principle-Based Design to Foster Adaptive Use of Technology for Building Community Knowledge|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Hong, H., Scardamalia, M., Messina, R., & Teo, C. (2008). Principle-Based Design to Foster Adaptive Use of Technology for Building Community Knowledge. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volume 1 (pp. 374-381). Utrecht, The Netherlands: International Society of the Learning Sciences.|
|Abstract:||Principle-based pedagogical and technological designs were used to support knowledge building in a grade 5-6 class. Pedagogical designs focused on collective responsibility for knowledge advancement. Technological designs focused on provision of a public space for generating and continually improving ideas with (a) social-network-analysis tools to analyze and support community processes, and (b) vocabulary-analyzer and semantic- analysis tools to analyze and support conceptual growth. The tools were used by teachers, students, and researchers. Multi-level content analyses revealed patterns of reflective and adaptive use of the technology to support sustained knowledge building.|
|Appears in Collections:||ICLS 2008|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.