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In this work-in-progress paper, we continue investigation into the propagation of the Concept Warehouse within mechanical engineering. Educational technology is becoming an ever increasing element in classroom culture. At their best, these new technologies can allow teachers to engage in a more diverse array of instructional practices which can lead to increased interactivity and access within the classroom. However, technology tools oriented at widespread adoption and use are often conceived from a turn-key lens where professional development is largely focused on procedural competencies. Educators are given the tool, taught the logistics of how it works, and then left to their own accord to implement it within their courses, which sit within particular instructional contexts. There is little emphasis on sustainable incorporation of technologies into their instructional practices. In this paper, we focus on interactions between instructor, tool, and student within a larger ecosystems model.
We are studying the propagation of the Concept Warehouse, a technology tool used to facilitate concept-based active learning within the context of a larger project. Twelve instructors from five different institutions were interviewed at various times in their adoption. In addition, the instructors participated in a community of practice to discuss and reflect upon the use of the tool within their instructional practices. For this WIP, we explore a bounded case study of two different instructors, Al and Joe, who both were central participants in the project, participating in interviews and in the community of practice.
Both Al and Joe had deep pedagogical knowledge, were committed to active learning, and actively discussed their ongoing adaptation of the tool in the community of practice. However, their decisions about how to integrate the tool fundamentally differed, including the aspects of the tool they took up and the ways they made sense of their use. In analyzing these two cases, we uncovered how instructors navigate the dynamic nature of pedagogical decision making by considering their goals relative to interactions of their students with the tool.
Koretsky, M., & Auby, H., & Galisky, J., & Nolen, S. (2022, August), WIP: Instances of Dynamic Pedagogical Decision Making in the Uptake of a Technology Tool Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40618
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