Emergent Practices and Material Conditions in Learning and Teaching with Technologies

1. Front Matter

   Pages i-x

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2. Conceptual Views on Practices and Materiality in Education

   1. Front Matter

      Pages 1-1

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   2. Introduction to Emergent Practices and Material Conditions in Learning and Teaching with Technologies

      • Teresa Cerratto Pargman, Isa Jahnke

      Pages 3-20

   3. Materiality, Learning, and Cognitive Practices: Artifacts as Instruments of Thinking

      • Roger Säljö

      Pages 21-32

   4. Unpacking Emergent Teaching Practices with Digital Technology

      • Teresa Cerratto Pargman

      Pages 33-51

   5. Exploring Representations of Classroom Practices Mediated by Information Communication Technologies (ICTs)

      • Mariana Landau

      Pages 53-66

3. Understanding Emergent School Practices and Their Inherent Materiality

   1. Front Matter

      Pages 67-67

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   2. Conditions for Teaching with Mobile Technology in the School Classroom

      • Marcia Håkansson Lindqvist

      Pages 69-87

   3. Is the Tablet a Teacher or a Student Tool? Emergent Practices in Tablet-Based Classrooms

      • Eva Mårell-Olsson, Peter Bergström, Isa Jahnke

      Pages 89-105

   4. WhatsApp with Science? Emergent CrossActionSpaces for Communication and Collaboration Practices in an Urban Science Classroom

      • Jennifer D. Adams

      Pages 107-125

   5. “Wow” and Then What? Tablets in a Conservative Polish School: Mapping Emergent Teaching and Learning Practices in the Classroom

      • Lucyna Kopciewicz, Hussein Bougsiaa

      Pages 127-145

   6. Material Conditions of Collaborative Knowledge Construction: The Case of Monoplant

      • Anders I. Mørch, Hani Murad, Jo Herstad, Sjur Seibt, Morten Kjelling

      Pages 147-162

   7. Orchestrating Learning as an Emergent Practice in the Use of Location-Based Games with Mobile Devices

      • Jimmy Jaldemark, Sofia Eriksson Bergström, Peter Mozelius

      Pages 163-180

4. Discerning Material Conditions in Informal, Outdoor Learning and Learning in the Wild

   1. Front Matter

      Pages 181-181

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   2. The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in Non-formal, Outdoors Settings

      • Eleni A. Kyza, Yiannis Georgiou

      Pages 183-197

   3. Emergent Digital Multiliteracy Practices at the Core of a Museum–School Partnership

      • Stefania Savva

      Pages 199-215

   4. How the Materiality of Mobile Video Chats Shapes Emergent Language Learning Practices in Early Childhood

      • Christian Waldmann, Kirk P. H. Sullivan

      Pages 217-229

   5. Sociomaterial Configurations and Resources Supporting Observations in Outdoor Learning: Results from Multiple Iterations of the Tree Investigator Project

      • Heather Toomey Zimmerman, Susan M. Land

      Pages 231-244

5. Moving Forward

   1. Front Matter

      Pages 245-245

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   2. Implications for Deep Learning: Unpacking the Practice of Teaching and Learning with Technologies

      • Isa Jahnke

      Pages 247-256

This book explores the complexities of interacting with digital technologies in the everyday flow of practices in schools, museums, and the home. In particular, the authors pay attention to the material conditions of such practices via the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in an urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality apps in outdoor learning. The book is grounded in case studies presented by scholars at the workshop, “Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning: Nordic, European and International Views” and the workshop “Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching” both of which have been held at the Computer-Supported Collaborative Learning conference (CSCL). This volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Taken together, this volume unpacks a variety of everyday situations by engaging with what is really happening with digital technologies rather than what is expected to happen with them in educational settings. The take-away message is a call for research on learning, teaching, and digital technologies that enables engagement with the materiality of educational practices and, in particular, their constitutive relationships that configure the contemporary educational practices of the digital age.

• Tablets
• Collaborative teaching
• Tablet mediated collaborative learning
• Digital Didactical Design
• Tablets in Schools
• Tablet-Based CSCL Activity

“Cerratto Pargman and Jahnke’s work attempts to theoretically and empirically shed new light … . The broad perspective on how different categories of practices are socially elaborated in relation to specific technologies is valuable. … this rich contribution needs to be situated in the current momentum, where scholars from various educational perspectives engage with teaching and learning practices with technology.” (Ylva Lindberg, Postdigital Science and Education, Vol. 3, 2021)

• Department of Computer and Systems Sciences, Stockholm University, Kista, Stockholm, Sweden

  Teresa Cerratto Pargman

• School of Information Science and Learning Technologies, University of Missouri, Columbia, USA

  Isa Jahnke

Dr. Teresa Cerratto Pargman is an Associate Professor of Human-Computer Interaction (HCI) in the Department of Computer and Systems Sciences at Stockholm University in Sweden. Since 2016, she has been the Head of the Interaction Design and Learning Research Unit at this university. Her research is situated within the field of HCI and seeks to contribute to the study of how digital technologies reflect and configure established practices and how emergent practices shape the development and design of contemporary technologies. In this field, Dr. Cerratto Pargman has aimed to contribute to issues that are central to technology enhanced learning, computer-supported collaborative learning, and sustainable HCI. She leads and participates in several national and international research projects. Most recently, she led the Purposeful Learning Across Collaborative Educational Spaces project in Stockholm, which was funded by the Swedish Research Council during 2013–2016. Currently, she is participating in the EU Ground Truth 2.0 project, which is focused on the topic of the co-design of sociotechnical platforms and citizen science (2017–2019), and in the ongoing regional project Make IT Happen, which focuses on programming and computational thinking. Her website is http://teresacerrattopargman.blogs.dsv.su.se

Dr. Isa Jahnke is an Associate Professor at the School of Information Science and Learning Technologies, University of Missouri, Columbia, USA.  From 2008 to 2011, she was an Assistant Professor at TU Dortmund, Germany, and, from 2011 to 2015, a Professor at Umeå University, Sweden. Since 2015, Isa Jahnke is the Director of the Information Experience Lab (IE Lab) at the University of Missouri, a usability and user experience (UX) lab: ielab.missouri.edu. Her research projects focus on learning with technologies. She received awards and grants as a professor in Germany, Sweden, and the USA. In Germany, she led the creativity study of the DaVinci project funded by the German Ministry of Research and Education. She was the Project Leader of the European project called PeTEX, “Platform for E-learning and Telemetric Experimentation,” in manufacturing engineering across three countries, Sweden, Italy, and Germany, which was funded by the European Union. She was the Principal Investigator (PI) of “Digital Didactical Designs” (2014–2016) funded by the Swedish Research Council, in which the team studied tablet/iPad classrooms. In 2016–2017, she led a project of “learning expeditions” to study students as designers for learning (MU Interdisciplinary Innovations Fund). Dr. Jahnke received a US National Science Foundation award (2018–2020) as the Co-PI for studying cybersecurity practices and developing material for educators (PI is Dr. Prasad Calyam). Dr. Jahnke has 110 publications and has made 13 keynote speeches, including one in Norway in 2018 attended by 1400 teachers and school leaders. Her website is www.isa-jahnke.com.

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