Abstract:
The introduction of technology into classrooms was seen as a transformative shift in education, promising to revolutionise learning and teaching by empowering students and redefining teacher roles. However, this potential often fell short and technology has mainly been used to supplement traditional practices or to manage resources. Teachers play a crucial role in crafting educational experiences, integrating their content and pedagogical knowledge with technological fluency, however, the constant demands on teachers to adapt their methods leaves little room for reflective practice, resulting in the underutilisation of technologies to enhance learning in creative and meaningful ways. The integration of generative AI in education further complicates this landscape, providing both opportunities and challenges, and requires teachers to develop new competencies and reflect on their pedagogical approaches.
This research study explores the concept of ‘entangled pedagogies’ (Fawns, 2022) as a necessary evolution in the technological age, emphasising purpose, context, and values. The model advocates for collaborative design and practice between teachers and students, embracing uncertainty and openness while ensuring knowledge is distributed, responsive, and ethical. However, this model was not accompanied by examples or strategies to support teachers to develop this approach to learning.
This presentation showcases learning and teaching activities that exemplify entangled pedagogies, demonstrating how technologies, including generative AI, can be integrated with pedagogies to empower both students and teachers. Participants will engage with and are invited to populate a matrix designed to support creative, reflective, and innovative teaching practices, fostering a community of practice that enhances student learning and thinking.
This research study explores the concept of ‘entangled pedagogies’ (Fawns, 2022) as a necessary evolution in the technological age, emphasising purpose, context, and values. The model advocates for collaborative design and practice between teachers and students, embracing uncertainty and openness while ensuring knowledge is distributed, responsive, and ethical. However, this model was not accompanied by examples or strategies to support teachers to develop this approach to learning.
This presentation showcases learning and teaching activities that exemplify entangled pedagogies, demonstrating how technologies, including generative AI, can be integrated with pedagogies to empower both students and teachers. Participants will engage with and are invited to populate a matrix designed to support creative, reflective, and innovative teaching practices, fostering a community of practice that enhances student learning and thinking.