Lo‐tech tools as episteme: rethinking student engagement in the writing process and beyond

2.50
Hdl Handle:
http://hdl.handle.net/10547/603526
Title:
Lo‐tech tools as episteme: rethinking student engagement in the writing process and beyond
Authors:
Finer, Bryna Siegal; Shelly, Lynn; Gatta, Oriana; Warmington, Rachael; Alawdat, Maha
Abstract:
In this paper, five teacher‐scholars describe pedagogical inquiry into the use of ‘lo‐tech’ tools and what we discovered about the affordances of these tools. These include but are not limited to technologies like sticky notes that help students to organize written thoughts and physically move them around, crayons that allow students to highlight, trace, and categorize different types of thoughts on their paper, and index cards that they can use in a variety of interactive ways for their own writing and to write collaboratively. We found that the use of lo‐tech tools complemented our work with digital technology, engaging the kinesthetic learners in our classrooms and encouraging a spirit of play in students and teachers alike. We also discuss how teachers can encourage the use of lo‐tech tools epistemologically to help students process information, create knowledge, and to come to their own understandings or demonstrate understandings of course content ‐ with no product in mind other than knowledge‐making.
Affiliation:
Indiana University of Pennsylvania; Israeli Ministry of Education
Citation:
Finer, B.S., Shelly, L., Gatta, O., Warmington, R., Alawdat, M. (2016) 'Lo‐tech tools as episteme: rethinking student engagement in the writing process and beyond'. Journal of pedagogic development 6 (1)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
2016
URI:
http://hdl.handle.net/10547/603526
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/258
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorFiner, Bryna Siegalen
dc.contributor.authorShelly, Lynnen
dc.contributor.authorGatta, Orianaen
dc.contributor.authorWarmington, Rachaelen
dc.contributor.authorAlawdat, Mahaen
dc.date.accessioned2016-03-23T12:44:08Zen
dc.date.available2016-03-23T12:44:08Zen
dc.date.issued2016en
dc.identifier.citationFiner, B.S., Shelly, L., Gatta, O., Warmington, R., Alawdat, M. (2016) 'Lo‐tech tools as episteme: rethinking student engagement in the writing process and beyond'. Journal of pedagogic development 6 (1)en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/603526en
dc.description.abstractIn this paper, five teacher‐scholars describe pedagogical inquiry into the use of ‘lo‐tech’ tools and what we discovered about the affordances of these tools. These include but are not limited to technologies like sticky notes that help students to organize written thoughts and physically move them around, crayons that allow students to highlight, trace, and categorize different types of thoughts on their paper, and index cards that they can use in a variety of interactive ways for their own writing and to write collaboratively. We found that the use of lo‐tech tools complemented our work with digital technology, engaging the kinesthetic learners in our classrooms and encouraging a spirit of play in students and teachers alike. We also discuss how teachers can encourage the use of lo‐tech tools epistemologically to help students process information, create knowledge, and to come to their own understandings or demonstrate understandings of course content ‐ with no product in mind other than knowledge‐making.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/258en
dc.subjectstudent engagementen
dc.subjectwriting processen
dc.subjectmaterialityen
dc.subjectaffordancesen
dc.subjectpedagogyen
dc.subjectcomposition lo‐ techen
dc.subjectmeaning makingen
dc.subjectplayen
dc.subjectW830 Prose Writingen
dc.titleLo‐tech tools as episteme: rethinking student engagement in the writing process and beyonden
dc.typeArticleen
dc.contributor.departmentIndiana University of Pennsylvaniaen
dc.contributor.departmentIsraeli Ministry of Educationen
dc.identifier.journalJournal of pedagogic developmenten
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