You are here:

An Ecological Approach to Learning with Technology: Responding to Tensions within the "Wow-Effect" Phenomenon in Teaching Practices
ARTICLE

Cultural Studies of Science Education Volume 11, Number 4, ISSN 1871-1502

Abstract

This review explores Anne Kamstrupp's "The Wow-effect in Science Teacher Education" by examining her theorized "wow-effect" as a teaching enactment that may serve to engage students, but often fails to provide deep understanding of science content. My response extends her perspective of socio-materiality as means to understand the "wow-effect" by suggesting social constructivism provides a more accurate lens to disentangle the phenomenon. I react to her position that tension fields within the phenomenon include the relationship between new and old technologies, boredom and engagement, and active and sedentary learning. In this conversation, I point to a new way of conceptualizing using digital media in the classroom as ecology of learning that may serve to decrease problems associated with the "wow-effect". [This essay is a forum response to Anne Kamstrupp's paper, "The Wow-Effect in Science Teacher Education" (EJ1121619).]

Citation

Herro, D. (2016). An Ecological Approach to Learning with Technology: Responding to Tensions within the "Wow-Effect" Phenomenon in Teaching Practices. Cultural Studies of Science Education, 11(4), 909-916. Retrieved December 10, 2019 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords