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From New Technological Infrastructures to Curricular Activity Systems: Advanced Designs for Teaching and Learning

Item

Title
From New Technological Infrastructures to Curricular Activity Systems: Advanced Designs for Teaching and Learning
Abstract/Description
We suggest an “advanced design” for teaching and learning should offer a plan for bridging the gap between new technological affordances and what most teachers need and can use. We draw attention to three different foci of design: (a) design of representational and communicative infrastructure (b) design of curricular activity systems, and (c) design of new classroom practices and routines. Two different SimCalc projects are presented to illustrate these design foci; both concern the use of technology to democratize access to conceptually demanding mathematics among adolescents. We particularly emphasize curricular activity systems because we are finding that attention to this focus of design has been critically important in our ability to measure learning outcomes at the scale of hundreds of teachers.
Author/creator
Roschelle, Jeremy
Knudsen, Jennifer
Hegedus, Stephen
Date
2010
In publication
Designs for Learning Environments of the Future: International Perspectives from the Learning Sciences
Editor
Jacobson, Michael J.
Reimann, Peter
Pages
233-262
Publisher
Springer US
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Keywords
activities
curriculum design
mathematics
networks
representation
scaling up
technology
Language
en
Open access/full-text available
en Yes
Peer reviewed
en No
ISBN
978-0-387-88279-6
DOI
10.1007/978-0-387-88279-6_9
URL
Official Publisher's Webpage (Springer Link)
Full-text PDF Shared by Author (ResearchGate)
Citation
Roschelle, J., Knudsen, J., & Hegedus, S. (2010). From New Technological Infrastructures to Curricular Activity Systems: Advanced Designs for Teaching and Learning. In M. J. Jacobson & P. Reimann (Eds.), Designs for Learning Environments of the Future: International Perspectives from the Learning Sciences (pp. 233–262). Springer US. https://doi.org/10.1007/978-0-387-88279-6_9
Place
Boston, MA
Item sets
Handbook Chapter 20 Citations

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