Assembling New Toolboxes of Methods and Theories for Innovative Critical Research on Educational Technology

Quintero, Linda Johanna Castañeda; Williamson, Ben

doi:10.7821/naer.2021.1.703

Cited by 59 publications

(24 citation statements)

References 45 publications

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“…However, if we assume that learning is not merely a cognitive action but the result of multiple interactions between mind, body and the environment (Pischetola and Dirckinck-Holmfeld 2020 ), the main current challenge for higher education (HE) is, perhaps, the reconceptualisation of the learning space itself (Hilli et al 2019 ). In fact, EdTech and online education cannot be seen simply as ‘enhancements’ of teaching and learning (Castañeda and Williamson 2021 ); rather, they must be seen as elements that modify the whole educational ecosystem (Pischetola and Miranda 2019 ). A keyword that emerges is hybridity, a theoretical construct that we use here not merely to define ‘blended’ spaces but to indicate a human-social-technological spacetime from which learning arises (Cohen et al 2020 ; Ratto et al 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Teaching Novice Teachers to Enhance Learning in the Hybrid University

Pischetola

2021

Postdigit Sci Educ

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Hybrid learning spaces are often associated with ‘blended’ education and defined by the presence of a mediating technology. In this paper, we shift the focus from technology to practice in the search for a relationist perspective that understands hybrid space as emerging from a sociomaterial assemblage. In this perspective, learning and teaching involve blurred boundaries and spatiotemporal configurations in a context of radical uncertainty. The paper presents a qualitative study of an ongoing project called Teknosofikum, a course/concept for the professional development of novice higher-education teachers in Denmark. The project addresses the complexity of distributed learning in (post-)pandemic hybrid spaces and times. It aims at generating imaginative pedagogies through the use of technology while also nurturing ontological aspects of the teaching profession. The paper presents and discusses data from the first iteration, which included co-designed processes of prototype content development and a mini-trial with seven course participants. Two key findings about teacher professional development emerge from the study. The first is the need to focus on multiple and situated teaching activities, providing a bridge between learning theories and educational practices. The second is the importance of knowing-in-practice, rather than acquiring knowledge, to create space for imagination in teaching with technologies and face up to the dynamic evolution of higher education.

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Section: Introductionmentioning

confidence: 99%

Teaching Novice Teachers to Enhance Learning in the Hybrid University

Pischetola

2021

Postdigit Sci Educ

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“…However, two points of view still exist: pro-digital education and anti-digital education transformation. As it is complex to shift all education to digital mediums, there is a need to find a balance between school practices and digital technologies used for education (Castañeda and Williamson, 2021).…”

Section: Related Work 21 Use Of Technology In Educationmentioning

confidence: 99%

An augmented reality-based system for improving quality of services operations: a study of educational institutes

Egaji

Asghar

Griffiths

et al. 2022

TQM

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PurposeThis study aims to evaluate the usability of the augmented reality-based Evoke Education System (EES) to improve service operations in educational settings. The EES uses an animated character (Moe) to interact with children in a classroom by reproducing their teacher's movements and speech.Design/methodology/approachThis study uses a quantitative approach for the system usability evaluation. The ESS was evaluated by 71 children aged 6–8 years old, from two primary schools. After interacting with the EES, they completed a system usability questionnaire and participated in a knowledge acquisition test.FindingsThe knowledge acquisition test undertaken on the initial day showed statistically significant improvements for children taught with the EES, compared to children taught through traditional teaching approaches. However, the retest nine days later was not statistically significant (as only one school participated) due to low power. This study used confirmatory factor analysis (CFA), resulting in the identification of five essential factors (likeability, interactiveness, retention, effectiveness/attractiveness and satisfaction) that contribute to the EES's usability. The comparison with existing literature shows that these factors are consistent with the definition of system usability provided by the International Organization for Standardization and current academic literature in this field.Research limitations/implicationsThe findings presented in this study are based on the data from only two schools. The research can be extended by involving children from a greater number of schools. Mixed methods and qualitative research approaches can be used for future research in this area to generalise the results.Originality/valueThis study proposes an innovative augmented reality-based education system to help teachers deliver their key messages to the children in a fun way that can potentially increase their knowledge retention.

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“…La tecnología educativa es un campo de investigación y de práctica en el que confluyen actores e intereses diversos (Castañeda & Williamson, 2021;Livingston, 2018;Tahirsylaj, 2019) Cada uno de ellos persigue sus intereses promoviendo diversos tipos de DTE.…”

Section: Fuentes De Influencia Contemporáneasunclassified

“…En ese contexto es un reto diferenciar las prioridades educativas de otras prioridades, y los mensajes que provienen de la industria no terminan de explicitar qué lado están (Munro, 2018;Verger et al, 2017;Watters, 2016). Esa escasa definición, o ese conflicto de intereses que parece no resuelto, ha sido señalado como educativa: los caminos de la influencia ~ 3 ~ uno de los mayores problemas a la hora de desentrañar la cuestión de cómo los DTE se materializan en la realidad educativa (Castañeda & Williamson, 2021;Honan, 2010;Perrotta et al, 2020;Regan & Khwaja, 2019).…”

Section: Fuentes De Influencia Contemporáneasunclassified