Teachers' Insights into Connected Learning Networks: Emerging Activities and Forms of Participation

Autor/inn/en	Vartiainen, Henriikka; Nissinen, Saara; Pöllänen, Sinikka; Vanninen, Petteri
Titel	Teachers' Insights into Connected Learning Networks: Emerging Activities and Forms of Participation
Quelle	In: AERA Open, 4 (2018) 3, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Foreign Countries; Preschool Teachers; Kindergarten; Elementary School Teachers; Learning Activities; Teaching Methods; Student Interests; Relevance (Education); Student Participation; Preschool Children; Elementary School Students; Finland + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse; Relevance; Relevanz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Finnland
Abstract	The aim of this socioculturally informed study is to explore teachers' insights into connected-learning activities and networks. An instructional approach based on design-oriented pedagogy (DOP) was employed for a teachers' in-service project in Finland. An open-ended design task for the participating teachers and educators from kindergartens (N = 27) and primary schools (N = 2) involved designing and implementing a forest-related learning project with their own students or kindergarten children. A deductive content analysis of openly published project portfolios revealed that the teachers and educators harnessed learner interest as a basis for connecting with peers, family, external experts, and extended environments through diverse physical and digital information resources, tool-mediated activities, and the externalization of the learners' evolving object-oriented ideas. Conclusions are drawn about extended learning networks and activities that afforded inquiry activities to emerge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01