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- Godhe, Anna-Lena, et al.
(författare)
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Making sense of making : Critical issues in the integration of maker education into schools
- 2019
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Ingår i: Technology, Pedagogy and Education. - London, UK : Taylor & Francis. - 1475-939X .- 1747-5139. ; 28:3, s. 317-328
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Tidskriftsartikel (refereegranskat)abstract
- This article considers growing calls for the integration of so-called ‘maker technologies’ and associated ‘maker’ practices into schools and other formal education settings. Moving on from the largely celebratory literature in this area, the article seeks to further explore the tensions between the educational potential of maker technology and the realities of its use in school and classroom contexts. In particular, the article focuses on fundamental – but so far little acknowledged – tensions surrounding the social, cultural, political contexts of maker education, alongside the epistemological and pedagogical characteristics of maker technologies as tools for learning. It is concluded that maker education must not be seen as a ready fit with formal schooling. Instead, teachers and schools are likely to require sustained support to make the most of maker technologies within the demands and constraints of contemporary school contexts. © 2019 Association for Information Technology in Teacher Education.
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- Lilja, Patrik, 1973-, et al.
(författare)
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Lost in Abstraction? : Uses of Epistemological Metaphors in the Teaching of Computational Thinking
- 2018
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Konferensbidrag (refereegranskat)abstract
- This conceptual paper addresses the uses of epistemological metaphors (Thagard & Beam, 2004) in an emerging educational domain with the key areas of computational thinking, programming and data science. The point of departure of the analysis is descriptions of abstraction, widely considered to be a core aspect of computational thinking. Abstraction in this context is often described as the removal of ‘irrelevant’ details to make a problem accessible to algorithmic solutions. Some authors, most notably Stephen Wolfram, further claim that computational thinking makes the world and by extension content in different school subjects more transparent and easier to understand. This yields the impression that the result of abstraction is simply a better or more useful picture of the world or subject matter, not a picture from a very specific point of view. The use of visual metaphors by Wolfram are further analysed drawing on Robert Romanyshyn´s (1989) study of the development of the linear perspective in art and its radical consequences for cultural understandings of the relationship between the world, humans and technology. The conceptual analysis also describes alternative metaphors grounded in empirical work in the field of data science, including Roth´s (2013) analysis of scientists’ recontextualizations of abstracted data and Philip, Olivares-Pasillas and Rocha’s (2016) study of racial aspects of visualizations that emphasizes dispute and antagonism. In response to these and Wolfram´s approach, a reflexive pedagogy of computational thinking is considered that raises the question, can what is lost in abstraction become the figure?
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| 6. |
- Sjöberg, Jeanette, 1976-, et al.
(författare)
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University Teachers’ Ambivalence about the Digital Transformation of Higher Education
- 2019
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Ingår i: International Journal of Learning, Teaching and Educational Research. - Port Louis : Tresorix Ltd. - 1694-2493 .- 1694-2116. ; 18:13, s. 133-149
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Tidskriftsartikel (refereegranskat)abstract
- In contemporary higher education institutions, the digital transformation is obvious and necessary; new times call for new teaching approaches with the help from digital technology. This is a requirement not only from students but also from society at large, and it implies a partly changed teacher role, including digital competence alongside content, didactic and pedagogical competence. For many teachers this means an increased workload and stress, at the same time as they recognize the opportunities and possible benefits that digital tools offer. To provide a contribution to the understanding of the complexity that digital transformation in higher education means, we investigate how theoretical assumptions about technology integration in education relate to the teaching practice of university teachers. The article draws from two separate studies with university teachers, carried out in a small Swedish university; a survey with 254 respondents and a focus group interview with six participants. Results indicate that the teachers are hesitant yet positive towards using digital technology in their pedagogical practice and that there is ambivalence surrounding the issue at hand, as the integration of technology in teaching is connected to organizational and societal processes beyond their direct control. We argue that one-sided theoretical assumptions about technology integration may be an explanation of the situation where the practice and rhetoric of technology use in higher education diverge.
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