Abstract
This volume invites the reader to explore the complexities and the dynamic character of interacting with technologies that unfold in the everyday flow of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, 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 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 (AR) apps in outdoor learning. As a result, 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. Five take-away messages are presented at the end of this chapter. They summarize how the chapters included in this volume contribute to understanding everyday practice and materiality as constitutive of human cognition, agency, educational values and creative critique. Taken together they call for complementary views of research on technologies in education and invite scholars in the field to reimagine studies about learning and teaching in the digital age.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Change history
09 July 2019
This book was inadvertently published with missing citations. This information has been introduced into the updated book.
References
Barnes, B. (2005). Elusive memories of technoscience. Perspectives on Science, 13(2), 142–165.
Cerratto Pargman, T., Jahnke, I., Damşa, C., Nussbaum, M., & Säljö, R. (2017). Emergent practices and material conditions in tablet-mediated collaborative learning and teaching. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), 12th international conference on Computer Supported Collaborative Learning, CSCL 2017 (Vol. 2, pp. 905–909). Philadelphia, PA: ISLS.
Cerratto Pargman, T., Järvelä, S., & Milrad, M. (2012). Designing Nordic technology-enhanced learning. International Journal of Internet and Higher Education, Elsevier, 15(4), 227–268.
Cerratto Pargman, T., Knutsson, O., & Karlström, P. (2015). Materiality of online students’ peer-review activities in higher education. In Proceedings of CSCL 2015 (pp. 308–315).
Cerratto Pargman, T., & Milrad, M. (2016). Beyond innovation in mobile learning: Towards sustainability in schools. In J. Traxler & A. Kukulska-Hulme (Eds.), Mobile learning: The next generations (pp. 154–178). London: Routledge.
Culkin, J. M. (1967). A schoolman’s guide to Marshall McLuhan. The Saturday Review (pp. 51–53, 70–72). Retrieved from http://www.unz.org/Pub/SaturdayRev-1967mar18-00051.
Damşa, C. I., Kirschner, P. A., & Andriessen, J. E. (2010). Shared epistemic agency: An empirical study of an emergent construct. Journal of the Learning Sciences, 19(2), 143–186.
Decuypere, M., & Simons, M. (2016). Relational thinking in education: Topology, sociomaterial studies, and figures. Pedagogy, Culture & Society, 24(3), 371–386.
Eliasson, J., Cerratto Pargman, T., Nouri, J., Spikol, D., & Ramberg, R. (2011). Mobile devices as support rather than distraction for mobile learners: Evaluating guidelines for design. International Journal of Mobile and Blended Learning (IJMBL), 3, 1–15. IGI Global.
Eliasson, J., Knutsson, O., Nouri, J., Karlsson, O., Ramberg, R., & Cerratto Pargman, T. (2012). Evaluating interaction with mobile devices in mobile inquiry-based learning. In Seventh international conference on Wireless, Mobile and Ubiquitous Technology in Education (WMUTE 2012) IEEE (pp. 92–96). Japan: Takamatsu.
Eliasson, J., Knutsson, O., Ramberg, R., & Cerratto Pargman, T. (2013). Using smartphones and QR codes for supporting students in exploring tree species. In Eighth European Conference on Technology Enhanced Learning (EC-TEL 2013) (pp. 436–441). Paphos, Greece: Springer.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.
Erdelez, S., & Jahnke, I. (2018). Personalized systems and illusion serendipity: A sociotechnical lens. Workshop of ACM WEPIR 2018. https://wepir.adaptcentre.ie/. Retrieved from https://wepir.adaptcentre.ie/papers/WEPIR_2018_paper_6.pdf.
Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the socio-material. London: Routledge.
Goggins, S., Jahnke, I., & Wulf, V. (2014). Computer-supported collaborative learning at the workplace. New York: Springer.
Haas, C. (1996). Writing technology: Studies in the materiality of writing. Mahwah, NJ: Lawrence Erlbaum.
Hakkarainen, K., Ligorio, B., Ritella, G., Arnseth, H., Gil, A., Krange, I., et al. (2015). Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering. In Proceedings of CSCL 2015 (pp. 1–6).
Jahnke, I. (2015). Digital didactical designs. Teaching and learning in CrossActionSpaces. New York: Routledge.
Jahnke, I., Bergström, P., Mårell-Olsson, E., Häll, L., & Kumar, S. (2017). Digital didactical designs as research framework: iPad integration in Nordic schools. Computers & Education, 113, 1–15.
Jahnke, I., Cerratto Pargman, T., Furberg, A., Järvelä, S., & Wasson, B. (2015). Changing teaching and learning practices in schools with tablet mediated collaborative learning: Nordic, European and international views. In Proceedings of CSCL 2015 (pp. 889–893).
Jahnke, I., & Kumar, S. (2014). Digital didactical designs: Teachers’ integration of iPads for learning-centered processes. Journal of Digital Learning in Teacher Education, 30(3), 81–88.
Jahnke, I., Svendsen, N., Johansen, S., & Zander, P.-O. (2014). The dream about the magic silver bullet: The complexity of designing for tablet-mediated learning. In GROUP’14, ACM Conference on Supporting Groupwork (pp. 100–110).
Johri, A., & Olds, B. M. (2011). Situated engineering learning: Bridging engineering education research and the learning sciences. Journal of Engineering Education, 100(1), 151–185.
Jonassen, D. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, NJ: Merrill.
Kaptelinin, V., & Nardi, B. A. (2006). Acting with technology: Activity theory and interaction design. Cambridge, MA: MIT Press.
Kim, K., & Frick, T. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1–23.
Kuutti, K., & Bannon, L. (2014). The turn to practice in HCI: Towards a research agenda. In Proceedings of CHI’ 2014 (pp. 3543–3552). New York: ACM.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. New York: Cambridge University Press.
Lindwall, O., Häkkinen, P., Koschmann, T., Tchounikine, P., & Ludvigsen, S. (2015). Exploring the material conditions of learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015. Sweden: Gothenburg.
McLuhan, M. (1967). The medium is the message. New York: Random House.
Nouri, J., Cerrato-Pargman, T., & Zetali, K. (2013). Mobile inquiry-based learning: A study of collaborative scaffolding and performance. In Proceedings of the 15th international conference of human-computer interaction (pp. 464–473).
Nouri, J., & Cerratto Pargman, T. (2016). When teaching practices meet tablets’ affordances. Insights on the materiality of learning. In K. Verbert, M. Sharples, & T. Klobučar (Eds.), Adaptive and adaptable learning. EC-TEL 2016. Lecture notes in computer science (Vol. 9891, pp. 179–192). Cham: Springer.
O’Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (2009). Computer-supported collaborative learning practices. In CSCL 09. Conference Proceedings. ISLS.
Rabardel, P. (1995). Les hommes et les technologies. Une approche cognitive des instruments contemporains. Paris: Armand Colin.
Roschelle, J., Penuel, W. R., Yarnall, L., Shechtman, N., & Tatar, D. (2005). Handheld tools that “informate” assessment of student learning in science. Journal of Computer Assisted Learning, 21(3), 190–203.
Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26, 56–64.
Schatzki, T., Knorr Cetina, K., & Savigny, E. (2011). The practice turn in contemporary theory. London: Routledge.
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26, 65–73.
Sörensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. New York: Cambridge University Press.
Stahl, G., & Hesse, F. (2009). Practice perspectives in CSCL. International Journal of Computer-Supported Collaborative Learning, 4, 109–114.
Stommel, J. (2014). Critical digital pedagogy. Hybrid Pedagogy. Retrieved from http://hybridpedagogy.org/critical-digital-pedagogy-definition
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Acknowledgments
This anthology originated in two workshops held at CSCL in 2015 and 2017. We thank the scientific committees of these conferences for supporting the topic and scope of our workshops. We also thank all the workshop participants, especially those whose contributions did not find their way into this volume. We are particularly grateful to Crina Damşa, who contributed to tightening the arguments of the workshop proposal held at CSCL2017. The production of this volume would not have been possible without the support of our academic homes, the Department of Computer and Systems Sciences at Stockholm University and the College of Education at the University of Missouri-Columbia.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Cerratto Pargman, T., Jahnke, I. (2019). Introduction to Emergent Practices and Material Conditions in Learning and Teaching with Technologies. In: Cerratto Pargman, T., Jahnke, I. (eds) Emergent Practices and Material Conditions in Learning and Teaching with Technologies. Springer, Cham. https://doi.org/10.1007/978-3-030-10764-2_1
Download citation
DOI: https://doi.org/10.1007/978-3-030-10764-2_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-10763-5
Online ISBN: 978-3-030-10764-2
eBook Packages: EducationEducation (R0)