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Intro; Contents; Contributors; Part I: Conceptual Views on Practices and Materiality in Education; Chapter 1: Introduction to Emergent Practices and Material Conditions in Learning and Teaching with Technologies; Departure Point: What Is Really Happening Versus What Is Expected to Happen with the Use of Digital Technologies for Learning and Teaching; Focus: Relationships Among Emergent Practices and Material Conditions; Everyday Practice as the Unit of Analysis; Understanding Material Conditions; Organization of This Edited Volume
Part I: Conceptual Views on Practices and Materiality in EducationPart II: Understanding Emergent School Practices and Their Inherent Materiality; Part III: Discerning Material Conditions in Informal, Outdoor Learning and Learning in the Wild; Part IV: Moving Forward; Take-Home Messages; #1 Understanding Everyday Practice; #2 Materiality Is Constitutive of Cognition; #3 Exploring Agency; #4 Considering Values; #5 Creative Critique; References; Chapter 2: Materiality, Learning, and Cognitive Practices: Artifacts as Instruments of Thinking; Introduction
Technologies, Learning, and Cultural MemoryWriting: Cognition Goes Material; Materiality as Constitutive of Cognition; Conclusion; References; Chapter 3: Unpacking Emergent Teaching Practices with Digital Technology; What Changes with Digital Technology in the Classroom, and How Do We Identify these Changes?; The Need for an Approach Informed by Practice Theory in the Field of Educational Technology; A Simple Framework to Analyze Everyday Teaching Practices; Experiential Qualities; The Methodology for Studying Teachers' Everyday Practice; Findings
Teaching with Digital Materials in the ClassroomMaterials; Competences; Meaning; Experiential Qualities of Teaching with Digital Materials in the Classroom; Teacher-Learner Communication with Digital Materials; Materials; Competences; Meaning; Experiential Qualities of Communication with Digital Materials; Discussion; Conclusion; References; Chapter 4: Exploring Representations of Classroom Practices Mediated by Information Communication Technologies (ICTs); Introduction; Historical Route of Technology in Schools in Latin America
Specificities of One-to-One Model ICTs Policies in Education in Latin AmericaMethodology; Findings: How the Written Press Constructs/Shares Universal Policies of Inclusion of ICTs in the Educational System in Argentina; Discussions and Implications: The Interaction in the Classroom; Limitations of the Study; Conclusion and Outlook; References; Part II: Understanding Emergent School Practices and Their Inherent Materiality; Chapter 5: Conditions for Teaching with Mobile Technology in the School Classroom; Introduction; Overview of Research Studies on the Integration of ICT in Schools; The Ecology of Resources Model
Part I: Conceptual Views on Practices and Materiality in EducationPart II: Understanding Emergent School Practices and Their Inherent Materiality; Part III: Discerning Material Conditions in Informal, Outdoor Learning and Learning in the Wild; Part IV: Moving Forward; Take-Home Messages; #1 Understanding Everyday Practice; #2 Materiality Is Constitutive of Cognition; #3 Exploring Agency; #4 Considering Values; #5 Creative Critique; References; Chapter 2: Materiality, Learning, and Cognitive Practices: Artifacts as Instruments of Thinking; Introduction
Technologies, Learning, and Cultural MemoryWriting: Cognition Goes Material; Materiality as Constitutive of Cognition; Conclusion; References; Chapter 3: Unpacking Emergent Teaching Practices with Digital Technology; What Changes with Digital Technology in the Classroom, and How Do We Identify these Changes?; The Need for an Approach Informed by Practice Theory in the Field of Educational Technology; A Simple Framework to Analyze Everyday Teaching Practices; Experiential Qualities; The Methodology for Studying Teachers' Everyday Practice; Findings
Teaching with Digital Materials in the ClassroomMaterials; Competences; Meaning; Experiential Qualities of Teaching with Digital Materials in the Classroom; Teacher-Learner Communication with Digital Materials; Materials; Competences; Meaning; Experiential Qualities of Communication with Digital Materials; Discussion; Conclusion; References; Chapter 4: Exploring Representations of Classroom Practices Mediated by Information Communication Technologies (ICTs); Introduction; Historical Route of Technology in Schools in Latin America
Specificities of One-to-One Model ICTs Policies in Education in Latin AmericaMethodology; Findings: How the Written Press Constructs/Shares Universal Policies of Inclusion of ICTs in the Educational System in Argentina; Discussions and Implications: The Interaction in the Classroom; Limitations of the Study; Conclusion and Outlook; References; Part II: Understanding Emergent School Practices and Their Inherent Materiality; Chapter 5: Conditions for Teaching with Mobile Technology in the School Classroom; Introduction; Overview of Research Studies on the Integration of ICT in Schools; The Ecology of Resources Model