Teaching Routines to Enhance Collaboration Using Classroom Network Technology

Teaching Routines to Enhance Collaboration Using Classroom Network Technology

Angela Haydel DeBarger (SRI International, USA), William R. Penuel (SRI International, USA), Christopher J. Harris (SRI International, USA) and Patricia Schank (SRI International, USA)
DOI: 10.4018/978-1-61692-898-8.ch013
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Abstract

This chapter presents an argument for the use of teaching routines (pedagogical patterns) to engage students in collaborative learning activities using the Group Scribbles classroom network technology. Teaching routines are a resource for structuring student opportunities to learn within lessons. They address known challenges associated with making the most of classroom network technology by scaffolding teacher enactment, enabling contingent teaching, and providing an anchor for expanding practice. In this chapter, the authors articulate the theoretical and empirical basis for using teaching routines to support diagnostic interactive formative assessment of student learning. The authors describe the goals and features of routines, types of collaboration instantiated in the routines, technological aspects of Group Scribbles, teachers’ perceived utility of the routines, and anticipated implementation challenges of the routines within lessons designed for middle school Earth science.
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Background

Technology can transform how teachers organize learning opportunities for students in the classroom. Technology readily facilitates re-use of learning processes (Koper, 2003; Schroeder & Spannagel, 2005; Zumbach, Muhlenbrock, Jansen, Reimann, & Hoppe, 2002), by providing a record of interaction that can be used as a guide for enacting processes again so that they can become routine sequences of interaction. In addition, with the aid of certain forms of classroom network technology, learners can participate anonymously, in ways that may facilitate their willingness to ask for help when they do not understand something (Davis, 2003). With this technology, students can engage in participatory simulations and acts of collective representation that help them master difficult subject matter, from complex adaptive systems in biology to functions in algebra (Hegedus & Kaput, 2004; Stroup, Ares, & Hurford, 2005; Wilensky & Stroup, 2000).

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