Learning to Teach in the Digital Age: New Materialities and Maker Paradigms in Schools (New Literacies and Digital Epistemologie,Used

Learning to Teach in the Digital Age: New Materialities and Maker Paradigms in Schools (New Literacies and Digital Epistemologie,Used

In Stock
SKU: SONG1433133199
Brand: Peter Lang Inc., International Academic Publishers
$126.86
Quantity
Add to wishlist
Add to compare

Processing time: 1-3 days

US Orders Ships in: 3-5 days

International Orders Ships in: 8-12 days

Return Policy: 15-days return on defective items

Payment Option
Payment Methods

Help

If you have any questions, you are always welcome to contact us. We'll get back to you as soon as possible, withing 24 hours on weekdays.

Customer service

All questions about your order, return and delivery must be sent to our customer service team by e-mail at yourstore@yourdomain.com

Sale & Press

If you are interested in selling our products, need more information about our brand or wish to make a collaboration, please contact us at press@yourdomain.com

Product Description Learning to Teach in the Digital Age tells the story of a group of K12 teachers as they began to connect with digital making and learning pedagogies. Guiding questions at the heart of this qualitative case study asked how teaching practices engaged with and responded to the maker movement and digital making and learning tools and materials. Over the course of one school year, Sean Justice attended to the ebb and flow of teaching and learning at an independent K12 girls school the northeastern United States. Teachers and administrators from across grade levels and academic domains participated in interviews and casual conversations, and opened their classrooms toad hoc observations. In conducting the study, Justice interwove a sociomaterial disposition with new materialism, posthumanism, and new media theory. Methods were inspired by narrative inquiry and actornetwork theory. Findings suggested that digital making and learning pedagogies were stabilizing at the school, but not in a linear way. Further, Justice suggests that the teaching practices that most engaged the ethos of twentyfirstcentury learning enacted a kind of learning we hear about from artists, writers, scientists, and mathematicians when they talk about what innovation feels like, leading to the proposition that a different kind of language is needed to describe the effects of digital materialities on teaching practice. About the Author Sean Justice (Ed.D.C.T., Teachers College, Columbia University) teaches and writes about maker education, material inquiry pedagogy, and teacher education in the digital age, and exhibits his artwork internationally. He is Assistant Professor of Art Education in the School of Art & Design at Texas State University.

⚠️ WARNING (California Proposition 65):

This product may contain chemicals known to the State of California to cause cancer, birth defects, or other reproductive harm.

For more information, please visit www.P65Warnings.ca.gov.

Recently Viewed