Perspectives on Boundary Crossing in an Innovative Playful Learning Environment

• In Event: Technology-Mediated Learning Environments

Abstract

The purpose of this study is to gain knowledge about the features of boundary crossing in a technology-enriched “playful learning environment” (PLE), and to explore the potential of the PLE for developing school-based educational innovation. The PLE is a pedagogically defined learning environment that supports design-based learning and physical game-based learning. The data in the present study consist of inquiries, interviews, blog diaries and group discussions with teachers who participated in the design experiments and a teacher training related to the PLE and its pedagogy. We use the lens of sociocultural theory of boundary crossing to analyze qualitatively what we can learn from teachers. In the findings, the following boundary crossing perspectives can be identified: pedagogical, professional, developmental and technological.

Authors

• Marjaana Kangas, University of Helsinki

• Leena Krokfors, University of Helsinki

• Kristiina P. Kumpulainen, University of Helsinki

• Lasse Lipponen, University of Helsinki