Advertisement

A Model and Research Agenda for Teacher and Student Collaboration Using Pen-Based Tablets in Digital Media Making in Sub-Saharan Africa

  • Eric HamiltonEmail author
  • Loide Kapenda
  • Zachary Mbasu
  • Helena Miranda
  • Elizabeth Ngololo
  • Joseph Carilus Ogwel
  • Sandra Sarmonpal
  • David Stern
Chapter
Part of the Human–Computer Interaction Series book series (HCIS)

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.

Keywords

Curricular Material Lesson Study Primary Language Education Ministry Parallel Research 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

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.

References

  1. 1.
    Chi MT, Leeuw N, Chiu MH, LaVancher C (1994) Eliciting self-explanations improves understanding. Cognit Sci 18(3):439–477Google Scholar
  2. 2.
    Hamilton E (2010) Targeted research on teacher creativity at the intersection of content, student cognition, and digital media. In: Award DUE104478, National Science FoundationGoogle Scholar
  3. 3.
    Hamilton E (2011) Student mathematics learning through self-explanation, peer tutoring and digital media production. In: Award DRL-1119654, US National Science FoundationGoogle Scholar
  4. 4.
    Hamilton E (2013) A cyber-ensemble of inversion, immersion, collaborative workspaces, query and media-making in mathematics classrooms. In: Award IIS-1321162, National Science FoundationGoogle Scholar
  5. 5.
    Hamilton E, Chaves G, Chaves W, Harding N (2011) Creativity of teachers and peer-student-tutors through video media at the intersection of content and cognition. In: Proceedings of the international conference on computer supported collaboration (CSCL2011), Hong KongGoogle Scholar
  6. 6.
    Hamilton E, Garff T, Holt A, Kato H, Samuels J, Sarmonpal S, Teague H, Welch K (2015) Media-making as a superfood for learning in and out of classrooms: identity shifts for learners and teachers. In: Ruokamo H (ed) Media education conference (MEC 2015), in the light of the midnight sun. Salla, FinlandGoogle Scholar
  7. 7.
    Jones S, Cotterill R, Dewdney N, Muir K, Joinson A (2014) Finding zelig in text: a measure for normalising linguistic accommodation. In: 25th international conference on computational linguisticsGoogle Scholar
  8. 8.
    MacKinnon A (2013) Dr Eric Hamilton the sublime, engrossing experience of video. Perspectives on ICT and education in Africa, E-Learning Africa News PortalGoogle Scholar
  9. 9.
    Pavlik JV (2013) Media in the digital age. Columbia University PressGoogle Scholar
  10. 10.
    Nathan MJ et al (1994) Learning through self-explanation of mathematics examples: effects of cognitive load [Technical Report], Accessed 14 Jan 2016Google Scholar
  11. 11.
    Roscoe RD, Chi MT (2007) Understanding tutor learning: knowledge-building and knowledge-telling in peer tutors explanations and questions. Rev Educ Res 77(4):534–574CrossRefGoogle Scholar
  12. 12.
    Sawamura N (2002) Local Spirit, global knowledge: a Japanese approach to knowledge development in international cooperation. Comp J Comp Int Edu 32(3):339–348CrossRefGoogle Scholar
  13. 13.
    UNESCO: Strengthening mathematics and science education (SMASE): enhancing the effectiveness of in-service teacher training (2015)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Eric Hamilton
    • 1
    Email author
  • Loide Kapenda
    • 2
  • Zachary Mbasu
    • 3
  • Helena Miranda
    • 4
  • Elizabeth Ngololo
    • 2
  • Joseph Carilus Ogwel
    • 5
  • Sandra Sarmonpal
    • 6
  • David Stern
    • 7
  1. 1.Graduate School of Educational PsychologyPepperdine UniversityMalibuUSA
  2. 2.Namibian Ministry of EducationWindhoekNamibia
  3. 3.African Maths InitiativeNairobiKenya
  4. 4.University of NamibiaOngwedivaNamibia
  5. 5.Kenyan Ministry of EducationKarenKenya
  6. 6.Pepperdine UniversityMalibuUSA
  7. 7.African Maths InitiativeNairobiKenya

Personalised recommendations