Embracing Discomfort in Active Learning and Technology-Rich Higher Education Settings: Sensemaking through Reflexive Inquiry

Autor/inn/en	McLay, Katherine Frances; Thomasse, Lauren; Reyes, Vicente Chua, Jr.
Titel	Embracing Discomfort in Active Learning and Technology-Rich Higher Education Settings: Sensemaking through Reflexive Inquiry
Quelle	In: Educational Technology Research and Development, 71 (2023) 3, S.1161-1177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLay, Katherine Frances) ORCID (Thomasse, Lauren) ORCID (Reyes, Vicente Chua, Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10192-6
Schlagwörter	Active Learning; Technology Uses in Education; Preservice Teacher Education; 21st Century Skills; Preservice Teachers; Reflection; Inquiry + Suchen Sie Ihr Suchwort? Aktives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudiengang; Lehrerausbildung
Abstract	Preparing students for professional life in a Volatile, Uncertain, Complex and Ambiguous twenty-first century world has seen tertiary institutions eschew the traditional 'lecture-tutorial' model in favour of active learning approaches. However, implementing these approaches is not unproblematic. This paper explores how we navigated the tensions of cultivating twenty-first century skills in our students--first-year preservice teachers--through a purposely designed approach to active learning in an educational technology course. We illustrate how deploying Bakhtinian precepts through reflexive inquiry supported sensemaking of discomfort, leveraging this sensemaking to reinvigorate practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01