Abstract
With widespread prevalence of digital technology in contemporary higher education, researchers have been keen to identify best practices and understand impacts. Social media present opportunities to cultivate interactive, creative teaching-learning communities. However, inclusion of social media in a course does not necessarily equal deep or creative student engagement. Faculty play an important role in helping students critically and creatively engage with content, colleagues, and context. Utilizing a mixed-methods case study approach, this research explores how contemplative technopedagogy can aid in the development of social media assignments and positively influence student learning. While blogging has been studied as a pedagogical tool, Tumblr has not yet been studied as an educational technology. This research demonstrates how the integration of contemplative technopedagogical attributes can aid faculty in developing social media assignments with contextual awareness that enhance teaching and learning in contemporary higher education.
Highlights
In the early 20th century, McLuhan (1960) noticed a gap inhibiting him from fully connecting with his students—neither generational nor intellectual, but the consequence of different modes of learning
From within the broader context of educational technologies and innovative pedagogies, the present study evaluates the pedagogical utility of Tumblr, a closed source blogging and social media platform
The present study builds upon Campbell’s work by exploring how contemplative technopedagogy can aid in the development of social media assignments and positively influence student learning
Summary
In the early 20th century, McLuhan (1960) noticed a gap inhibiting him from fully connecting with his students—neither generational nor intellectual, but the consequence of different modes of learning. The common thread running from McLuhan to Wesch is an emphasis on understanding learners and contemplating technology in context. Despite this shared focus, emerging technologies and modes of learning are not always evaluated critically. Investigating the relationship between learners and technologies enables the development of a teaching-learning environment that encourages deeper engagement with content, colleagues, and context. This critical approach is especially important in contemporary higher education environments, as “teaching today. With widespread prevalence and popularity of digital technology use in contemporary higher education, researchers have been keen to identify best practices and understand impacts of such decisions. This article demonstrates how attributes of the Contemplative Technopedagogy Framework (Shanks, under review) can aid educators in making purposeful and engaged
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