Abstract
This paper reports exploratory work that investigates inter-generational collaboration between students and teachers in a digitized version of the maker movement. The work is supported by the US National Science Foundation, the US State Department’s Fulbright Research Program, and partnering education ministries and NGOs. The core feature of digital media-making entails the use of pen-based tablet computers to create videos for teaching science and mathematics concepts in alignment with state and national curriculum. Results were visible along several dimensions: (1) Learners exhibited a high affective valence and enthusiasm for media-making with their teachers; (2) Important relational shifts occurred and were reported by both teachers and students; and (3) Students and teachers alike engaged in cognitive re-imagining and re-imaging of one another’s roles and of subject matter.
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Acknowledgments
The authors acknowledge the generous support of the US National Science Foundation, the US State Department Fulbright Program, the Kenyan Ministry of Education, the African Institute for Mathematical Sciences in Ghana, the University of Namibia, Pepperdine University and the Namibian Ministry of Education. The work reported here reflects the views of the authors alone.
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Hamilton, E. et al. (2016). A Model and Research Agenda for Teacher and Student Collaboration Using Pen-Based Tablets in Digital Media Making in Sub-Saharan Africa. In: Hammond, T., Valentine, S., Adler, A. (eds) Revolutionizing Education with Digital Ink. Human–Computer Interaction Series. Springer, Cham. https://doi.org/10.1007/978-3-319-31193-7_15
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DOI: https://doi.org/10.1007/978-3-319-31193-7_15
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