Teaching and Learning
Theories of learning:
"learning is occurring at multiple, mutually constitutive levels—the personal, interpersonal, and institutional—and this learning can best be analyzed through the concept of cultural practice (Rogoff, 2003)" from Mirra, N. (2019). From connected learning to connected teaching: Reimagining digital literacy pedagogy in English teacher education.
"connected learning model advocates for “broadened access to learning that is socially embedded, interest-driven, and oriented toward edu- cational, economic, or political opportunity” (Ito et al., 2013, p. 4) - Mirra 2019 p. 267
"Connected learning also differs from twenty-first-century learning in its relationship to technology; rather than locating learning power in technology tools, it highlights the ecology of learning created by those tools" Mirra 2019 p. 267
Conceptions of digital and literacy development
"Twenty-first-century learning argues that students need opportunities to engage in “new literacies” made possible by technology; that is, the mechanics of reading, writing, listening, and speaking required when using digital devices rather than pen and paper. Also dubbed “digital literacies,” these skills often involve use of social media, content creation platforms, and presentation tools." Mirra, 2019 p. 268
connected learning on the other hand "examine the expanded range of expressive possibilities made possible by these tools and the ways that they can be leveraged to foster equity and open up new “social futures” for all young people" (Mirra, 2019 p. 268
These differences have an impact on teaching and learning in faculties of education in both pedagogy and practice "they represent divergent orientations toward literacy that have major implications for literacy classroom instruction and teacher education" (Mirra, 2019, p. 268)
Purpose and Practice in teacher education
connected learning and literacies integrated into teacher education courses can focus "on accessibility, curation, connectivity, interactivity, collaboration, multi- modality, and reflexivity" (Mirra, 2019 p. 270)
Mirra, 2019 p. 286 - graphic of connected teaching framework - outlines the importance of 'pragmatic agency' as a key element and "conceptualizes new literacies as a paradigm for expansive understandings of the nature and purposes of communication rather than a narrow signifier for technology".