The Role of Pedagogy in the Use of Networked Learning Environments
Chrystalla Mouza, Columbia Univ., United States ; Benjamin Bell, Lockheed Martin Advanced Technology Laboratories, United States
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
During the last twenty years, the introduction of new technologies in schools coupled with the recent growth of the Internet have allowed students access to a vast amount of educational resources. This vast increase in the amount of information, however, poses numerous challenges to teachers, since access to information does not automatically create better educational experiences for the students. The purpose of this study is to describe the nature of teaching and learning in six classrooms in which teachers used, for the first time, a web-driven science project known as Alpine. The Alpine project is an effort to mobilize the resources of the web in order to create an information-rich and complex learning environment that can support sustained exploration in science classroom. We first give a brief description of Alpine. Then, we discuss two questions pertinent to the implementation of networked learning environments in education: a) How did teachers implement the features of Alpine? These features included problemsolving collaborative activities, authentic weather data, sharing of information and web based curricula material; b) How did the implementation of Alpine influence student interest and motivation in learning about weather?
Mouza, C. & Bell, B. (2001). The Role of Pedagogy in the Use of Networked Learning Environments. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1364-1365). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)