Abstract
This chapter adds the view on the implications for deep learning that I see when taking a practice lens on the material conditions of learning and teaching with technologies. Grounded in Jonassen’s work on computers in the classroom, I develop the central place for unpacking the daily practice of learning with technology that spans the Learning Sciences and Educational Technology arenas. Learning with technology differs from learning about and from technologies. The term of teaching and learning with technologies has been shaped by David Jonassen many years ago. However, it is still relevant today, as it is shown in this chapter through the implications that it brings for the work of teachers, practitioners, schools, and researchers. Moreover, by using the approach of crossactionspaces, I provide an alternative view to the concept of teachers as workplace learners—the Teacher’s Zone of Proximal Development (T-ZPD).
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
References
Berger, P., & Luckmann, T. (1969). The social construction of reality. Frankfurt/Main: Fischer.
Bergström, P. (2012). Designing for the unknown. Didactical design for process-based assessment in technology-rich learning environments. Umeå: University Press.
Biggs, J. B., & Tang, C. S. (2007). Teaching for quality learning at university. what the student does. Maidenhead: Open University Press.
Bogard, T., Consalvo, A., & Worthy, J. (2018). Teaching for deep learning in a second grade literacy classroom. Journal of Language and Literacy Education, 14(1), 1–26. Retrieved from https://ecommons.udayton.edu/edt_fac_pub/27
Borgen, J. S., & Hjardemaal, F. R. (2017). From general transfer to deep learning as argument for practical aesthetic school subjects? Nordic Journal of Studies in Educational Policy, 3(3), 218–229. https://doi.org/10.1080/20020317.2017.1352439
Erdelez, S., & Jahnke, I. (2018). Personalized systems and illusion of serendipity: A sociotechnical lens. In Proceedings of ACM SIGIR CHIIR. New York, NY: ACM. Retrieved from https://wepir.adaptcentre.ie/papers/WEPIR_2018_paper_6.pdf
Fazio, L., Brashier, N., Payne, B., & Marsh, E. (2015). Knowledge does not protect against illusory truth. Journal of Experimental Psychology, 144(5), 993–1002. https://doi.org/10.1037/xge0000098
Fischer, G., & Herrmann, T. (2011). Socio-technical systems: A meta-design perspective. International Journal of Sociotechnology and Knowledge Development (IJSKD), 3(1), 1–33.
Floridi, L. (2014). The fourth revolution: How the infosphere is reshaping human reality. London: Oxford University Press.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson. Retrieved from https://www.deslibris.ca/ID/242985
Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: engage the world change the world. Thousand Oaks, CA: Corwin, a SAGE Company. Retrieved July 20, 2018, from https://michaelfullan.ca/books/deep-learning-engage-the-world-change-the-world
Goggins, S., Jahnke, I., & Wulf, V. (2014). Computer-supported collaborative learning at the workplace. New York, NY: Springer.
Harper, B., & Milman, N. B. (2016). One-to-one technology in K-12 classrooms: A review of the literature from 2004 through 2014. Journal of Research on Technology in Education, 48(2), 129–142. https://doi.org/10.1080/15391523.2016.1146564
Howland, J., Jonassen, D., & Marra, R. (2012). Meaningful learning with technology (4th ed.). Boston, MA: Pearson.
Jahnke, I. (2009). Socio-technical communities: From informal to formal? In B. Whitworth & A. de Moor (Eds.), Handbook of research on socio-technical design and social networking systems (pp. 763–778). Hershey, PA: Information Science Reference, IGI Global Publisher. Chapter L.
Jahnke, I. (2015). Digital didactical designs. Teaching and learning in CrossActionSpaces. New York, NY: Routledge.
Jahnke, I., Bergström, P., Marell-Olsson, E., Hall, L., & Kumar, S. (2017). Digital didactical designs as research framework: iPad integration in Nordic schools. Computers & Education, 113, 1–15. https://doi.org/10.1016/j.compedu.2017.05.006
Jahnke, I., & Kroll, M. (2018). Exploring students’ use of online sources in small groups with an augmented reality-based activity – Group dynamics negatively affect identification of authentic online information. Heliyon, 4, e00653. https://doi.org/10.1016/j.heliyon.2018.e00653
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. ACM GROUP proceedings. New York, NY: ACM.
Jonassen, D. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood, NJ: Prentice-Hall.
Laird, T. F. N., Shoup, R., & Kuh, G. D. (2006). Measuring deep approaches to learning using the National Survey of Student Engagement. Paper presented at the Annual Meeting of the Association for Institutional Research May 14–18, 2005, Chicago, IL (p. 20).
Lim, W. Y., Ong, A., Soh, L. L., & Sufi, A. (2016). Teachers’ voices and change: The structure and agency dialectics that shaped teachers’ pedagogy toward deep learning. In Future learning in primary schools (pp. 147–158). Singapore: Springer. https://doi.org/10.1007/978-981-287-579-2_10
McLuhan, M. (1967). The medium is the massage. Westminster: Penguin Books.
Naylor, A., & Gibbs, J. (2018). Deep learning: Enriching teacher training through mobile technology and international collaboration. International Journal of Mobile and Blended Learning, 10(1), 62–77. Article 5.
Smith, C. A., & Santori, D. (2015). An exploration of iPad-based teaching and learning: How middle-grades teachers and students are realizing the potential. Journal of Research on Technology in Education, 47(3), 173–185. https://doi.org/10.1080/15391523.2015.1047700
Stanford History Education Group (2016). Evaluating information: the cornerstone of civic online reasoning. Retrieved January 4, 2017 from https://sheg.stanford.edu/upload/V3LessonPlans/Executive%20Summary%2011.21.16.pdf
Tay, H. Y. (2016). Longitudinal study on impact of iPad use on teaching and learning. Cogent Education, 3(1127308), 1–22. https://doi.org/10.1080/2331186X.2015.1127308
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
Jahnke, I. (2019). Implications for Deep Learning: Unpacking the Practice of Teaching and Learning 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_15
Download citation
DOI: https://doi.org/10.1007/978-3-030-10764-2_15
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-10763-5
Online ISBN: 978-3-030-10764-2
eBook Packages: EducationEducation (R0)