A Socio-Technological Assemblage When Teaching with Mobile Technology Apps

Autor/inn/en	Calder, Nigel; Murphy, Carol
Titel	A Socio-Technological Assemblage When Teaching with Mobile Technology Apps
Quelle	In: Waikato Journal of Education, 28 (2023) 1, S.55-72 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1173-6135
Schlagwörter	Educational Technology; Telecommunications; Handheld Devices; Mathematics Instruction; Elementary School Mathematics; Teacher Attitudes; Student Attitudes; Elementary School Teachers; Elementary School Students; Problem Solving; Cooperative Learning; Grade 4; Grade 5; Affordances; Program Effectiveness + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Telekommunikationstechnik; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Lehrerverhalten; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Kooperatives Lernen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	In this paper we consider how the integration of mobile technology apps into classroom practice can form an alternative pedagogical medium that influences the learning process in mathematics. We give an account of one aspect of a research project that examined the use of tablets and apps in primary school mathematics programmes and report teacher and student perceptions on how they used the apps, in combination with other manipulatives, to solve problems. Through teacher and researcher co-inquiry, three themes emerged: multi-modal affordances, collaboration, and assemblages. We examined how the interplay between these themes evoked ranges of social, tangible, and digital entities resulting in different learning experiences. We draw on notions of collectives to articulate a socio-technological assemblage and suggest that the notion of an assemblage helps to understand how teachers can use educational technologies to support new learning experiences in their mathematics classrooms. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01