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Learning to teach in the digital age...

Justice, Sean Bradley.

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Learning to teach in the digital age: Digital materiality and maker paradigms in schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning to teach in the digital age: Digital materiality and maker paradigms in schools./
Author:	Justice, Sean Bradley.
Description:	299 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704482
ISBN:	9781321769098

Learning to teach in the digital age: Digital materiality and maker paradigms in schools.
Justice, Sean Bradley.

Learning to teach in the digital age: Digital materiality and maker paradigms in schools. - 299 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.C.T.)--Teachers College, Columbia University, 2015.

This study looked at K-12 teachers who were learning to use digital making technologies in their practices. Guiding questions asked (a) how and in what ways teaching practices were intersecting, connecting or entangling with digital making and learning pedagogies, if at all; and (b) how one might come to understand whether, or if, entanglement was actually taking place. The research was conceived as a qualitative field study using a single-case embedded design with multiple units of analysis. The study site was an independent preparatory K-12 girls school in a major metropolitan area of the Northeastern United States. Primary participants included twenty-two teachers and administrators selected for maximum variation across academic domain, age and length of service. Interviews and observations were conducted from a sociomaterial disposition, with methods inspired by narrative inquiry and actor-network theory. Findings included a typology of contact points between practices that allowed for descriptive analyses of teaching practices; and a way of applying the typology that suggested it could be used as an activator of practice, not merely as an indicator. Conclusions included: (a) that digital making and learning is strengthening at the school, though challenges to its full adoption are evident; and (b) that the teaching practice that most robustly enacted the ethos of digital making and learning engaged only minimally with its tools, suggesting that a different kind of pedagogical language might be necessary in order to explore the way digital materiality is changing learning and knowing. A provisional conclusion to emerge from the study, one that points toward further research, is the proposition that metaphor making might be an essential skill in learning to teach in the digital age. As such, implications and recommendations for teacher education in the field of digital making and learning are discussed.

ISBN: 9781321769098Subjects--Topical Terms:

517670
Educational technology.

Learning to teach in the digital age: Digital materiality and maker paradigms in schools.
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500 $a Adviser: Judith Burton.
502 $a Thesis (Ed.D.C.T.)--Teachers College, Columbia University, 2015.
520 $a This study looked at K-12 teachers who were learning to use digital making technologies in their practices. Guiding questions asked (a) how and in what ways teaching practices were intersecting, connecting or entangling with digital making and learning pedagogies, if at all; and (b) how one might come to understand whether, or if, entanglement was actually taking place. The research was conceived as a qualitative field study using a single-case embedded design with multiple units of analysis. The study site was an independent preparatory K-12 girls school in a major metropolitan area of the Northeastern United States. Primary participants included twenty-two teachers and administrators selected for maximum variation across academic domain, age and length of service. Interviews and observations were conducted from a sociomaterial disposition, with methods inspired by narrative inquiry and actor-network theory. Findings included a typology of contact points between practices that allowed for descriptive analyses of teaching practices; and a way of applying the typology that suggested it could be used as an activator of practice, not merely as an indicator. Conclusions included: (a) that digital making and learning is strengthening at the school, though challenges to its full adoption are evident; and (b) that the teaching practice that most robustly enacted the ethos of digital making and learning engaged only minimally with its tools, suggesting that a different kind of pedagogical language might be necessary in order to explore the way digital materiality is changing learning and knowing. A provisional conclusion to emerge from the study, one that points toward further research, is the proposition that metaphor making might be an essential skill in learning to teach in the digital age. As such, implications and recommendations for teacher education in the field of digital making and learning are discussed.
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