Active and Passive Technology Integration: A Novel Approach for Managing Technology's Influence on Learning Experiences in Context-Aware Learning Spaces

Autor/inn/en	Laine, Teemu H.; Nygren, Eeva
Titel	Active and Passive Technology Integration: A Novel Approach for Managing Technology's Influence on Learning Experiences in Context-Aware Learning Spaces
Quelle	In: Technology, Pedagogy and Education, 25 (2016) 1, S.19-37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2014.945475
Schlagwörter	Technology Integration; Educational Technology; Influence of Technology; Learning Experience; Context Effect; Middle School Students; Foreign Countries; Electronic Learning; Questionnaires; Likert Scales; Interviews; Observation; Grade 8; Educational Games; Fractions; Rural Schools; Handheld Devices; Technology Uses in Education; Mixed Methods Research; Pretests Posttests; Program Evaluation; Comparative Education; Student Attitudes; Mathematics Instruction; Web Based Instruction; Learner Engagement; Learning Motivation; Usability; Finland; Mozambique; South Africa + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Lernerfahrung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Fragebogen; Likert-Skala; Interviewing; Interviewtechnik; Beobachtung; School year 08; 8. Schuljahr; Schuljahr 08; Educational game; Lernspiel; Bruchrechnung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Programme evaluation; Programmevaluation; Vergleichende Erziehungswissenschaft; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Web Based Training; Motivation for studies; Lernmotivation; Finnland; Mosambik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Technology integration is the process of overcoming different barriers that hinder efficient utilisation of learning technologies. The authors divide technology integration into two components based on technology's role in the integration process. In active integration, the technology integrates learning resources into a learning space, making it adaptive to the changes in the context. In passive integration, the technology is integrated into a learning space so that it does not disturb the learner and the context. Using this division, the authors investigate technology integration in context-aware learning spaces (CALSs), which emphasise context-sensitiveness and utilise surrounding resources. UFractions is a CALS combining a mobile-based story and fraction rods. The authors analyse active and passive integration in UFractions among 305 middle schools pupils in South Africa, Finland and Mozambique. In the analysis the authors support quantitative questionnaire data with qualitative insights from questionnaires, interviews and observations. The findings indicate that technology integration, particularly active integration, in UFractions is incomplete. The concepts of active and passive integration are necessary in order to manage technology's influence on learning experiences in CALSs. Active and passive integration can also be helpful in CALS design, deployment and evaluation, and they could be applied in other learning technology scenarios in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01