Using technology to scaffold progressive teaching

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

An encouraging consensus has arisen in recent decades among researchers and policy organizations in favor of more progressive teaching practices like Inquiry Based Science Education (B. Barron & Darling-Hammond, 2010; Rocard et al., 2007) and Project Based Learning (Krajcik & Shin, 2014; OECD Publishing, 2010), giving way to teaching that incorporates science and arts subjects. At the same time, there has been an increased acknowledgement of challenges that are typically encountered in progressive teaching practices, for example the challenges of organization of collaboration, of structuring activity sequences, of supporting subject learning, of setting and supervising product requirements and standards, and of teacher overview.In this chapter I introduce the concept PracSIP, a Practice Scaffolding Interactive Platform. A PracSIP addresses a number of the beforementioned challenges by organizing collaboration, structuring activities, supporting subject learning, and providing tools for production and sharing of and communication about students’ products. To explain the principles I give two examples of PracSIPs developed as ready-to-use material, and after that I point to how the principles can be used in more hand-held teaching practices using stand alone applications.
TitelPromoting language and STEAM as human rights in education : science, technology, engineering, arts and mathematics
RedaktørerZehlia Babaci-Wilhite
Antal sider16
ISBN (trykt)978-981-13-2879-4
ISBN (Elektronisk)978-981-13-2880-0
StatusUdgivet - 2018

Bibliografisk note

First Online 13 December 2018


  • Teknologiforståelse, Læring

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