An Ecological Approach to Learning with Technology: Responding to Tensions within the "Wow-Effect" Phenomenon in Teaching Practices
Cultural Studies of Science Education Volume 11, Number 4, ISSN 1871-1502
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).]
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.