9. February 17, 2015
THE FUTURE IS HIDING
IN FRONT OF YOU
Classrooms of the Future
can be found in
Bridging the Social-Technical Gap
10. WHAT IS THE SOCIAL-TECHNICAL GAP?
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• The social approach examines the social needs of a particular group
given existing technologies and suggests how new technology could
meet those needs.
• The technology approach usually designs new technologies to benefit
a social group, such as designing innovative technology to benefit the
learner.
• The missing approach involves examining how new technology is
currently being used by these social groups, such as how teachers are
currently using innovative technology.
• The social-technical gap is the divide between what we know we must
support socially and what we can support technically (Ackerman, 2000).
11. WHAT IS THE SOCIAL-TECHNICAL GAP?
12
• The technology approach usually designs new technologies to benefit
a social group, such as designing innovative technology to benefit the
learner.
• The missing approach involves examining how new technology is
currently being used by these social groups, such as how teachers are
currently using innovative technology.
• The social-technical gap is the divide between what we know we must
support socially and what we can support technically (Ackerman, 2000).
• Technology Learner
12. WHAT IS THE SOCIAL-TECHNICAL GAP?
13
• The missing approach involves examining how new technology is
currently being used by these social groups, such as how teachers are
currently using innovative technology.
• The social-technical gap is the divide between what we know we must
support socially and what we can support technically (Ackerman, 2000).
• Learner Technology
• Technology Learner
13. WHAT IS THE SOCIAL-TECHNICAL GAP?
14
• The social-technical gap is the divide between what we know we must
support socially and what we can support technically (Ackerman, 2000).
• Technology = Learner
• Learner Technology
• Technology Learner
14. WHAT IS THE SOCIAL-TECHNICAL GAP?
15
• The social-technical gap is the divide between what we know we must
support socially and what we can support technically (Ackerman, 2000).
• Technology = Learner
• Learner Technology
• Technology Learner
18. • One quite obvious result was
that the students were
fascinated by the technology,
and couldn't wait to get to
use it. Even though
computers are becoming
more common now in schools
and homes, the head-
mounted display was still
novel enough that students
looked for excuses to use it.
In -fact, some of the more
intelligent, energetic students
would put the HMD on even if
it was turned off!
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19. • This enthusiasm kept the
students motivated even
through some of the less
exciting parts of the program,
such as making actual animal
observations.
• However, it was obvious that
the system needed some
major redesign before it was
ready for general use.
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20. • Given the fact that computers
are just now becoming
widespread in schools, and even
then there are only two or three
per classroom in many schools,
it seems reasonable to expect
that VR won't show up in the
classroom for ten years or more.
• While VR can be used to teach
concepts, such systems have a
chicken and egg problem ---it
takes a lot of time and effort to
generate enough content to
make a system that teaches
concepts worth while.
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21. • Allison, D., & Hodges, L. F.
(2000, October). Virtual
Reality for Education?. In
Proceedings of the ACM
symposium on Virtual reality
software and technology (pp.
160-165). ACM.
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26. • With Helpouts, you can
choose who you get help
from based on their
qualifications, their
availability, their price, their
ratings and reviews. You can
connect instantly or book in
advance.
• Once you’re in a Helpout, you
can do more than just talk—
you can share your computer
screen, collaboratively edit a
presentation, or record your
Helpout.
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