Conceptualising technology-enhanced embodied pedagogy
Korte, Satu-Maarit; Körkkö, Minna
Routledge
Korte, S.-M. & Körkkö, M. (2024). Conceptualising technology-enhanced embodied pedagogy. In T. Schilhab, & C. Groth (Eds.), Embodied learning and teaching using the 4E cognition approach: Exploring perspectives in teaching practices (pp. 115-125). Routledge. https://doi.org/10.4324/9781003341604-17
https://creativecommons.org/licenses/by-nc-nd/4.0/
© 2024 Satu-Maarit Korte and Minna Körkkö. This chapter has been made available under a CC-BY-NC-ND license.
https://creativecommons.org/licenses/by-nc-nd/4.0/
© 2024 Satu-Maarit Korte and Minna Körkkö. This chapter has been made available under a CC-BY-NC-ND license.
https://creativecommons.org/licenses/by-nc-nd/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202405233867
https://urn.fi/URN:NBN:fi:oulu-202405233867
Tiivistelmä
Abstract
The digitalisation of all aspects of society has necessitated the integration of digital technologies in education, which has affected teachers’ pedagogical approaches. Because learning is embodied, much of the digital tools and multimedia in learning environments are rooted in interaction and the use of body movements and gestures. This highlights the need to consider affects and emotions, as well as individual aspects of learning. To prepare learners for tomorrow’s technology-rich society, there is a need for embodied digital pedagogical practices that respect learners’ emotions and have a holistic perspective on learning. This chapter discusses pedagogical practices that can support technology-enhanced embodied learning. More specifically, it aims to provide a theoretical background for practical recommendations that are adaptable to any age group in the form of educational design principles for the implementation of technology-enhanced embodied learning.
The digitalisation of all aspects of society has necessitated the integration of digital technologies in education, which has affected teachers’ pedagogical approaches. Because learning is embodied, much of the digital tools and multimedia in learning environments are rooted in interaction and the use of body movements and gestures. This highlights the need to consider affects and emotions, as well as individual aspects of learning. To prepare learners for tomorrow’s technology-rich society, there is a need for embodied digital pedagogical practices that respect learners’ emotions and have a holistic perspective on learning. This chapter discusses pedagogical practices that can support technology-enhanced embodied learning. More specifically, it aims to provide a theoretical background for practical recommendations that are adaptable to any age group in the form of educational design principles for the implementation of technology-enhanced embodied learning.
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Ellei muuten mainita, aineiston lisenssi on https://creativecommons.org/licenses/by-nc-nd/4.0/