Hegedus, S., & Roschelle, J. (2012). Highly adaptive, interactive instruction: Insights for the networked classroom. In C. Dede & J. Richards (Eds.), Digital teaching platforms: Customizing classroom learning for each student (pp. 103-116). New York: Teachers College Press.
Stephen Hegedus, University of Massachusetts Dartmouth
Jeremy Roschelle, SRI International
Digital Teaching Platforms: Customizing Classroom Learning for Each Student, C. Dede & J. Richards (Eds.), pp. 103-116
This chapter introduces a new form of Digital Teaching Platform (DTP) that has begun to prove important in addressing how to teach mathematics and science in engaging and motivating ways. Networked classrooms make use of the ever-increasing ubiquity of wireless networks in combination with dynamic, representationally-rich software applications and highly adaptive curriculum. Networked classrooms are increasingly feasible given the prevalence of educational technologies in schools today.
This chapter offers some descriptions of what the elements of a networked classroom look like in terms of the connectivity used in classrooms, the curriculum, and the interactions between students and teachers. To support our claims for how the networked classroom can transform student learning and motivation, this chapter outlines what is necessary to effectively integrate networked environments and translates some 10 years of research and development into core implementation principles applicable to a wide range of DTPs. The chapter concludes with recommendations for future use in terms of technology design, learning, and teaching.