Enculturation in Action:
Developing Understanding of TechnologyEnhanced Classroom Learning Communities
:‫אנקלטורציה בפעולה‬
‫פיתוח הבנה של סטודנטים על‬
‫קהילות למידה בכיתות עתירות טכנולוגיה‬
Yotam Hod, University of Haifa
Chais Poster Presentation
15 February, 2012
Case Study
Example quotes:
•
•
•
•
“I learned to know myself as a learner, to
distinguish, to define, to dare, to ask questions…”
“Above the learning and above the content,
something interesting is happening here… I feel
like I’m growing, and I feel like the group is
growing.”
“The process led me to a deeper understanding that
I am just at the beginning of understanding…”
“Can we stay a little longer?”
Example events:
•
•
•
•
Emergent group norms discussions
Extraordinary amount of effort
Self-described deep changes
Student-led ceremonies
Technology-Enhanced Classroom
Learning Communities (TCLCs)
• …is a group of learners that demonstrate a culture of learning in a
formal, blended classroom in which participants are actively
engaged in a collective effort of understanding and where
technology is involved meaningfully in supporting the learning
process towards these ends1.
• Performance view of understanding2
– “Visible” manifestation: Explanation, exemplification, application,
justification, comparison/contrast, contextualization, generalization,
representation
• Enculturation & Social Norms
– the process whereby a person adopts the language, rituals, habits,
dispositions, and values of a particular culture while being immersed in it
– Social norms: “Rules and standards that are understood by members of a
group, and that guide and/or constrain social behavior without the force of
laws” (Cialdini & Trost, 1998, p. 152)
1Based
on Beilaczyc and Collins (1999); 2See Perkins (1992)
Research Questions
• How does students’ understanding of TCLCs
develop?
– What are students’ initial understandings of TCLCs?
– What are the changes in students’ understandings of
TCLCs as they actively participate and co-create one?
– Under what circumstances do students’ understandings
of TCLCs develop?
– How do emergent group social norms relate to
students’ understandings of TCLCs?
CATELT Course Structure
Design Meetings Based on Reflection, Collaboration, and LS Content
Partial emergent
design makes
the students
participants and
co-creators
Next Steps:
• Complete data collection
(interviews, transcriptions)
• Further identify examples
of developing understanding
• Look at the personal
stories within which these
occur
• Consider the social context
of these developments
References
• Bielaczyc, K., & Collins, A. (1999). Learning communities in
classrooms: A reconceptualization of educational practice. In C. M.
Reigeluth (Ed.), Instructional design theories and models: A new
paradigm of instructional theory (pp. 269-292). Mahwah NJ:
Lawrence Erlbaum Associates.
• Cialdini, R. B., & Trost, M. R. (1998). Social influence: social
norms, conformity, and compliance. In D. T. Gilbert, S.T. Fiske, &
G. Lindzey (Eds.), The handbook of social psychology (4th ed., Vol.
2, pp. 151–192). Boston, MA: McGraw-Hill.
• Perkins, D. (1992). Smart schools: from training memories to
educating minds. New York: Free Press.