Moving across physical and online spaces: a case study in a blended primary classroom

Abstract

With the introduction of digital tools and online connectivity in primary schools, the shape of teaching and learning is shifting beyond the physical classroom. Drawing on the architecture of productive learning networks framework, we examine the affordances and limitations of an upper primary learning network and focus on how the digital and physical elements involved in set design shape teachers' pedagogical approaches and students' learning processes. The findings suggest that blended spaces support teachers' distributed orchestration of classroom activities across tools and resources while also leveraging students' engagement in reciprocal teaching and collaborative learning.

El nexo entre literacidad y cultura digital: una mirada docente en Chile

“…Pareciera que el modelo cultural sobre tecnología es entendido por los profesores como un constructo disociado del lenguaje. Su conexión, como se desarrollará más adelante, se vincula más bien con ciertas prácticas específicas asociadas a la contextualización, motivación y ejemplificación de contenidos, pero no incluye una reflexión más general sobre los cambios en los procesos comunicativos y de generación de significado asociados a procesos de digitalización como, por ejemplo, las oportunidades de participación, motivación y producción de los estudiantes, las características temporales de la comunicación que se dan en un diálogo asincrónico (Thibaut et al 2015).…”

Composing across modes: a comparative analysis of adolescents’ multimodal composing processes

“…Furthermore, the scope of this investigation was confined to how students composed during in-class workshops and inevitably did not capture some important aspects of their process that occurred outside of school. Future research is needed that traces youth's multimodal composing processes across contexts and material and virtual spaces (Greenhow and Lewin 2016;Leander, Phillips, and Taylor 2010;Thibaut et al 2014).…”

CmyView: Learning by Walking and Sharing Social Values

“…Inspired by ideas from architecture and design thinking, the Activity-Centred Analysis and Design (ACAD) framework (Goodyear & Carvalho, 2014) suggests that designing for complex learning situations is best approached when connections between four main structural elements are understood; three of these elements are "designable" and one not (Figure 1). ACAD has been used to frame the analysis and design of several different types of complex learning situations including, for example, professional networks (De Laat et al, 2014); networks in higher education (Westh Nicolajsen & Ryberg, 2014); in schools (Yeoman, 2017;Thibaut et al, 2015); libraries (Bitter-Rijpkema et al, 2014) and museums (Carvalho, 2016), and design studio spaces involving multi-user and multi-surfaces (Martinez-Maldonado et al, 2017;Thompson et al, 2013). Activity is what matters the most, it is about what people think, feel and do -an emergent process in which people exercise agency.…”