scholarly journals Learning Contextual Inquiry and Distributed Cognition: a case study on technology use in anaesthesia

2014 ◽  
Vol 17 (3) ◽  
pp. 431-449 ◽  
Author(s):  
Erik Berndt ◽  
Dominic Furniss ◽  
Ann Blandford
Keyword(s):  
Technology Use ◽  
Distributed Cognition

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

Mathematics Gaming in Early Childhood

2015 ◽  
pp. 351-364
Author(s):  
Alejandra Salinas ◽  
Chu Ly
Keyword(s):  
Early Childhood ◽  
Video Games ◽  
Technology Use ◽  
Instructional Video ◽  
Specific Content ◽  
Expert Teacher ◽  
Use Of Technology ◽  
Learning Mathematics ◽  
White Boards

Use of technology and video games are highlighted as important mathematical practices as part of the Common Core State Standards (2010). However, research around technology use in early childhood classrooms, particularly the use of video games that target specific content, is sparse. This chapter briefly reviews the existing literature around these topics. Moreover, it describes the moves an expert teacher incorporates into her practice to effectively and appropriately integrate instructional video games as a tool for learning mathematics in a kindergarten classroom. Results of this case study indicate that when integrated appropriately, video games and the use of Interactive White Boards (IWB) can lead to an increase in children's motivation and engagement with learning mathematics.

Mathematics Gaming in Early Childhood

2019 ◽  
pp. 564-574
Author(s):  
Alejandra Salinas ◽  
Chu Ly
Keyword(s):  
Early Childhood ◽  
Video Games ◽  
Technology Use ◽  
Instructional Video ◽  
Specific Content ◽  
Expert Teacher ◽  
Use Of Technology ◽  
Learning Mathematics ◽  
White Boards

Use of technology and video games are highlighted as important mathematical practices as part of the Common Core State Standards (2010). However, research around technology use in early childhood classrooms, particularly the use of video games that target specific content, is sparse. This chapter briefly reviews the existing literature around these topics. Moreover, it describes the moves an expert teacher incorporates into her practice to effectively and appropriately integrate instructional video games as a tool for learning mathematics in a kindergarten classroom. Results of this case study indicate that when integrated appropriately, video games and the use of Interactive White Boards (IWB) can lead to an increase in children's motivation and engagement with learning mathematics.

The Medieval (Music) Book: A Multimodal Cognitive Artefact

2019 ◽  
pp. 190-204
Author(s):  
Kate Maxwell
Keyword(s):  
Distributed Cognition ◽  
Book History ◽  
The Body ◽  
Augustine Of Hippo ◽  
Case Study Analysis ◽  
Creative Cognition ◽  
Medieval Music ◽  
Single Opening ◽  
The Mind

This chapter considers the medieval book as an example of embedded creative cognition. Through a detailed case-study analysis of a single opening from the interpolated Livre de Fauvel, the chapter shows how the modern-day reader takes an active part in the cognitive ecology that produced the book. The argument draws on theories of distributed cognition, multimodality, book history, and the writings of Augustine of Hippo to demonstrate the close connections between the mind, the body, and the book that are both still in action and under transformation today.

Gender, Entrepreneurship, and Informal Markets in Africa

2015 ◽  
pp. 19-49
Author(s):  
Janet D. Kwami
Keyword(s):  
Emerging Economies ◽  
Technology Use ◽  
Informal Markets ◽  
Social And Economic Development ◽  
Community Ties ◽  
Information And Communication ◽  
Global North ◽  
Ethnographic Data ◽  
Dominant Paradigm

Mainstream scholarship on entrepreneurship focuses on firms in the global north as the dominant paradigm, neglecting potential lessons to be found in the informal sector, in the global south, particularly in Africa, and among women. Local entrepreneurship practices present a valuable case study for understanding the nature of entrepreneurship in emerging economies and their contribution to social and economic development. Drawing on ethnographic data, this chapter examines gender and information and communication technology use in the Ghanaian marketplace. Market women's entrepreneurship is influenced by social capital derived from social networks drawn from strong community ties. The study found that ICTs such as mobile phone, while gendered, are central to organizing and managing these micro-enterprises. This chapter contributes to studies on entrepreneurship by drawing attention to the under-researched intersections of female entrepreneurship in the Ghanaian marketplace and ICTs in emerging economies.

Distributed Cognition

2016 ◽  
pp. 152-179
Author(s):  
Sherah Betts Carr ◽  
Nneka Johnson ◽  
Lucy Bush
Keyword(s):  
Problem Solving ◽  
Professional Learning ◽  
Distributed Cognition ◽  
Student Learning Outcomes ◽  
Cognitive Capacity ◽  
Unexpected Finding ◽  
Exploratory Case Study ◽  
Technological Tools ◽  
Curriculum Instruction

This work uses the framework of distributed cognition for understanding the way that educators perceive cognition in classroom application. The focus is on the elements of technological tools and peers as extensions of students' cognitive capacity. A qualitative study was conducted with teachers at a combined middle and secondary school in an urban area. Data from interviews in this exploratory case study revealed that teachers had minimal awareness of distributed cognition especially in terms of developing and assessing student learning outcomes. Teachers particularly struggled with ways to label, quantify and apply this construct. One unexpected finding was the concern about a lack of student expertise in utilizing tools. Suggestions call for systemic changes in curriculum, instruction and assessment. A focus on instructional technology as a mediator for critical thinking and problem solving is advocated. Additional reform measures include a renewed look at educators' epistemology through transformative professional learning.

Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students

2017 ◽  
pp. 33-56
Author(s):  
Gurleen Ahluwalia ◽  
Deepti Gupta
Keyword(s):  
Language Learning ◽  
Technology Use ◽  
Engineering Students ◽  
Writing Skills ◽  
Control Group ◽  
Control Group Design ◽  
Writing Test ◽  
Impact Of Technology ◽  
Present Case Study

The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.

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