Revoicing, Bridging, and Stuttering Across Formal, Physical, and Virtual Spaces

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-8 - Technology in Teaching and Teacher Education

Abstract

As digital games and simulations become more commonplace in educational settings, it is important to document and analyze the way such digital learning environments merge with the traditional discourses and spaces of classroom-based learning environments. The current study contributes toward this goal by analyzing a representative transcript from a veteran traditional teacher's discussion with her class about the Newtonian relationships at the heart of a digital learning game she has integrated into her physics curriculum. We present an interaction analysis of the material, virtual, and abstract spaces employed and navigated across by the teacher to clarify common challenges as well as opportunities. We then analyze subsequent transcripts of student-teacher interactions for evidence of impact on student learning and understanding.

Authors

• Grant Van Eaton, Teach For America

• Doug Clark, University of Calgary

• Pratim Sengupta, University of Calgary