Abstract
This review explores Anne Kamstrupp’s “The Wow-effect in Science Teacher Education” by examining her theorized “wow-effect” as a teaching enactment that may serve to engage students, but often fails to provide deep understanding of science content. My response extends her perspective of socio-materiality as means to understand the “wow-effect” by suggesting social constructivism provides a more accurate lens to disentangle the phenomenon. I react to her position that tension fields within the phenomenon include the relationship between new and old technologies, boredom and engagement, and active and sedentary learning. In this conversation, I point to a new way of conceptualizing using digital media in the classroom as ecology of learning that may serve to decrease problems associated with the “wow-effect”.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bamford, A. (2009). The wow factor: Global research compendium on the impact of the arts in education. New York: Waxmann.
Brown, J. S., Collins, A., & Dugid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. doi:10.3102/0013189X018001032.
Cobb, P. (1994). Constructivism in mathematics and science education. Educational Researcher, 23(7), 13–20. doi:10.3102/0013189X023007004.
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology. New York, NY: Teachers College Press.
Dahms, M., Geonnotti, K., Passalacqua, D., Schilk, J. N., Wetzel, A., & Zulkowsky, M. (2007). In New Foundations, G. K. Clabaugh, & E. G. Rozycki (Eds.), The educational theory of Lev Vygotsky: An analysis. Kennewick, WA: New Foundations Press.
Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology Research and Development, 53(4), 25–39. doi:10.1007/BF02504683.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. doi:10.1016/j.compedu.2012.02.001.
Fahser-Herro, D., & Steinkuehler, C. (2012). Web 2.0 literacy and secondary teacher education. Australian Educational Computing, 27(1), 15–22.
Halverson, R., & Shapiro, R. B. (2012). Technologies for education and technologies for learners: How information technologies are (and should be) changing schools (WCER working paper no. 2012-6). Retrieved from http://www.wcer.wisc.edu/publications/workingpapers/Working_Paper_No_2012_06.pdf.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. doi:10.1007/s11423-006-9022-5.
Jenkins, H., Clinton, K., Purushotma, R., Robison, Al, & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, Illinois: The MacArthur Foundation.
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., & Krause, K. L. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1), 108–122.
Kleiner, B., Thomas, N., & Lewis, L. (2007). Educational technology in teacher education programs for initial licensure (NCES 2008-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Lave, J. (1993). The practice of learning. In K. Illeris (Ed.), Contemporary theories of learning (pp. 200–208). New York: Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Riis, S. (2012). Klasseværelset som eksperimentarium for nye teknologier [The classroom as exploratorium for new technologies]. In K. Søndergaard & C. Hasse (Eds.), Teknologiforståelse - på skoler og hospitaler [Technological literacy - at schools and hospitals]. Copenhagen: Aarhus Universitetsforlag.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13. doi:10.3102/0013189X027002004.
Squire, K. (2004). Replaying history: Learning world history through playing Civilization III (Doctoral dissertation, Indiana University, 2004). Retrieved from http://website.education.wisc.edu/kdsquire/dissertation.html.
Tay, L. Y., & Lim, C. P. (2012). The rules of the game. Cultural Studies of Science Education, 7(4), 813–819. doi:10.1007/s11422-012-9464-5.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Author information
Authors and Affiliations
Corresponding author
Additional information
A forum response to Kamstrupp, A. “The Wow-effect in Science Teacher Education” Cultural Studies of Science Education. doi:10.1007/s11422-015-9684-6.
Lead Editor: C. Quigley.
Rights and permissions
About this article
Cite this article
Herro, D. An ecological approach to learning with technology: responding to tensions within the “wow-effect” phenomenon in teaching practices. Cult Stud of Sci Educ 11, 909–916 (2016). https://doi.org/10.1007/s11422-015-9688-2
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11422-015-9688-2