Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts

Post-Digital, Post-Internet Art and Education ◽

10.1007/978-3-030-73770-2_10 ◽

2021 ◽

pp. 167-182

Author(s):

Gila Kolb

Keyword(s):

Learning Environments ◽

Teaching Practices ◽

Power Relations ◽

Teaching And Learning ◽

Digital Art ◽

Digital Learning ◽

Conceptions Of Learning ◽

Global Pandemic ◽

Art Teaching ◽

Digital Learning Environments

AbstractThis chapter demonstrates the potential to challenge power relations, and reconsider teaching practices and conceptions of learning bodies. How do bodies in a digital learning setting perform are read and observed? How they can be included in learning settings? Since teaching and learning increasingly take part in digital learning environments, especially since the outbreak of the COVID-19 global pandemic, digital art teaching needs rethinking toward the knowledge of learning bodies and of the perception of learning in the digital realm: a digital corpoliteracy.

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Technology Integration in Digital Learning Environments

Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2953-8.ch009 ◽

2018 ◽

pp. 165-184

Author(s):

Irene Mwingirwa Mukiri ◽

Bonface Ngari Ireri

Keyword(s):

Technology Integration ◽

Learning Environments ◽

Digital Literacy ◽

Teaching And Learning ◽

Digital Learning ◽

Girls In Science ◽

Learning Mathematics ◽

Quasi Experimental ◽

And Mathematics ◽

Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

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Digital Learning Environments and Student-Centered Curriculum in a University Context

Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education ◽

10.4018/978-1-61350-074-3.ch009 ◽

2012 ◽

pp. 105-114 ◽

Cited By ~ 1

Author(s):

Sevinç Gülseçen

Keyword(s):

Learning Environments ◽

Teaching And Learning ◽

New Technologies ◽

Theory And Practice ◽

Digital Learning ◽

Student Centered ◽

Student Centered Learning ◽

Web Based ◽

Undergraduate Programs ◽

Digital Learning Environments

With promises of rich information resources readily available, successful use of the World Wide Web (WWW) within an instructional setting is tied directly to a pedagogical approach that promotes Student-Centered Learning (SCL). SCL is based on constructivist approaches and has become an important theme in the educational theory and practice. Although SCL is not a new idea, new technologies developed for the Web and other Digital Learning Environments (DLEs) allow new forms of educational support to be facilitated, enabling new pedagogical concepts and enhancing learning. This chapter reports on an effort of empowering learners in the design of web-based teaching and learning in undergraduate programs in a Turkish university context.

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Using the COVA Approach to Promote Active Learning in Digital Learning Environments

Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2953-8.ch002 ◽

2018 ◽

pp. 22-44

Author(s):

Cindy Cummings ◽

Dwayne Harapnuik ◽

Tilisa Thibodeaux

Keyword(s):

Active Learning ◽

Learning Environments ◽

Teaching And Learning ◽

Authentic Learning ◽

Digital Technologies ◽

Educational Institutions ◽

Digital Learning ◽

Master's Program ◽

Learning Principles ◽

Digital Learning Environments

Active learning pedagogies using digital technologies hold much promise. Yet over the past several decades despite all the advances we see in how technology impacts most aspects of society, the advances in our educational institutions have been much smaller. Why? We have focused on the technology as a quick fix and have not focused on the learning. Rather than look to the latest teaching trend or hottest activity of the day, we must reimagine all aspects of our teaching and learning and purposefully build our programs as significant digital learning environments that inspire, foster, and facilitate deeper learning. This chapter reveals how we have built a Master's program that uses the active learning principles of choice, ownership, and voice through authentic learning (COVA approach) and how we have created a significant learning environment (CSLE) that fully engages and equips our learners to be digital leaders.

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