Goal-Setting and Problem-Solving in the Tech-Enhanced Classroom explores how educators can use technology to create opportunities for more immersive and rewarding learning. As child-age students demonstrate increasing competence with digital tools, and investment in learning technologies continues to climb, teachers need grounded, pedagogically attentive insights to help them leverage these devices and platforms in their profession. This book offers a variety of ideas for how pre- and in-service teachers can successfully deploy today’s educational technology platforms to serve confident, meaningful teaching and learning. Each chapter includes a concrete learning goal or problem, a narrative of an instructional experience with a specific technology, relevant theoretical and empirical underpinnings, and practical recommendations.
Author(s): Pete Atherton
Publisher: Routledge
Year: 2023
Language: English
Pages: 214
City: New York
Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of illustrations
Chapter 1: Introducing the chasm
Introduction
Themes
Literature and practical applications
Researching the chasm
Structure of each chapter
References
Chapter 2: March of the robots?: AI in practice
Review of relevant literature and findings
Historical context
Research questions
Taxonomies
Methodology
International and UK refereed journals
Inclusion and exclusion criteria
Research findings
Coding of the literature
Machine learning in education
AI – broader issues in education
Definitions
The use of grounded theory
Problems: ethics
Conclusions, limitations and suggestions for further work
Research design and data
Case study – Ada and FirstPass
Recommendations and opportunities based on evidence
Emerging tech in this field
Limitations of the study
Emerging tech in this field
References
Chapter 3: Virtual insanity?: Is virtual reality still the future of education?
Background literature
What kind of reality?
The metaverse
Performance and engagement
Experiments and practitioner research
Theoretical models and metaphor
Conclusions from the literature
Recommendations for use in the classroom
Google Cardboard (see below)
Emerging tech in this field
References
Chapter 4: Hooked on dopamine?: Learning through failure in game design
A narrative account of the experiences of observing student teachers using games to learn in Secondary/High School and university.
Viewpoint piece incorporating background literature
Why learn by playing? Literacies and skills
Autonomous learning
Game-based learning methods
Edtech as an enabler?
Connectivism
Empirical data – small-scale research project in Atherton (2018b)
Recommendations for use in the classroom
Emerging tech in this field
References
Chapter 5: Search smarter?: Leveraging Pinterest for learning
Background literature
Defining social media in the context of education
Informal learning
Skills and digital literacies
Conclusions
Empirical data
Data collection and analysis
Analysis
Analysis of responses
Barriers to using social media
Conclusions, limitations and suggestions for further Work
Strengths, limitations and suggestions for further research
Recommendations for use in the classroom
Emerging technology in this field
References
Chapter 6: The tip of the iceberg?: Social media in education
Viewpoint piece, incorporating relevant literature and research
The neutrality of data?
Big data vs small data
Big data vs small data digital positivism
Theoretical models
The neoliberal academic
Data, findings and discussion
Edtech Expo, Liverpool 2018
LinkedIn
Twitter
Edtech Thought Leaders, online, 2020, Remo
Conclusions
References
Chapter 7: What is your edtech journey?: Autoethnography and the importance of learning journeys
Main research questions
Background literature
Why autoethnography?
Centring the author
Diversity and academic validity
Iconoclasm and innovation
Critique
Research design
Findings and analysis
My own attendance edtech events – academic conferences
Thematic analysis of promotional materials for events and social media activity
Conclusions, limitations and suggestions for further work
Emerging tech in this field
References
Chapter 8: Blockchain, edtech and learning communities
Background literature
Defining blockchain
Blockchain is in its infancy
A work in progress?
Caution and hostility
Emerging systems for data management in education
From Web 3.0 towards Web 4.0?
Conclusions and further research
Empirical data
Other online educational communities Opogo
Opogo as a learning community
Lockdown and the pandemic pivot
Recommendations for use in the classroom
Emerging tech in this field
GoBubble
References
Chapter 9: Rhizomatic learning: Pearltrees and online curation tools
Theoretical piece
Introduction
Becoming – the journey to Web 4.0?
A challenge to the neoliberal learning culture
Research methods, findings and analysis
Recommendations for use in the classroom
The circum-curriculum
Emerging tech in this field
References
Chapter 10: Podcasting in education
Background literature
Introduction
Literature objectives and search methodology
Reflection and collaboration
Research methods and student confidence
Autoethnography
Exploratory dialogue
Collaborative autoethnography
Research design, findings and discussion
Pilot project – design, findings and discussion
Data collection
Ethics
Findings and analysis
Coding
Themes
Discussion
Candour
Disconnect between statements and emotions
Opportunities to do things differently
Conclusions, limitations and suggestions for further work
Suggestions for use in the classroom
Emerging technology in this field
Anchor.fm
Vocaroo
Rode VideoMic Me
Podcast platforms
References
Chapter 11: Edpuzzle: Online video for learning – questioning and online assessment
Background literature
Flipped classroom
Secondary/High School and problem-solving
Secondary/High School – explicit instruction and feedback
Conclusions from the literature
Recommendations for use in the classroom
Transcript from interview with Victoria James from Edpuzzle on Edtech Innovators podcast (Atherton 2022)
References
Chapter 12: Conclusions: Edtech and education – moving forward together
Synthesis of relevant literature
Connectivism
Connectivism and bridging the chasm
Narrative writing
Autoethnography
Summary of themes in the literature
Methodologies used and researcher standpoint
Mixed methods research
Research paradigms and ontological and epistemological standpoints
Instrumentalism
Positivism
Overview of methods
Collaborative autoethnography
Outcomes of the book
A refinement of the literature review process
Conclusions
Collaborative autoethnography?
Adopting a multihyphenate approach
Impact and recommendations for further study
Suggested further research
The importance of the lived experience in writing about edtech
References
Index
