Technology Ensembles, Interactional Bandwidth, Participatory Teaching, and Identify Shifts in Secondary STEM Education

• In Event: 68.062 - Poster Session 15
  In Poster Session: 68.062-1 - Participation and Adaptation Through Learning Technologies

Abstract

This paper describes the integration and study of two different technology-rich approaches to stimulating transformative improvement in high school mathematics. The approaches each emphasize sustaining high engagement in classroom settings. The methodology reflects a hybrid of implementation design research principles and grounded theory development. The approaches involve collaborative screen sharing with digital ink, and the digital media-maker clubs in which students and teachers collaborate to create videos representing mathematics and science content. The technology ensemble design recurrently was associated not only with high engagement but with classical flow states. Involvement of students in helping to teach other students gave rise to the “participatory teaching” construct and was associated with significant evidence of personal identity shifts.

Authors

• Eric R. Hamilton, Pepperdine University

• Debra Chittur, Independence University

• Traci Garff, Pepperdine University

• Antha Holt, McCleary School District

• Hiroo Kato, Pepperdine University

• Helen Teague, Pepperdine University

• Kim Welch