Skip to main content
SpringerLink
Log in

Toward Hybrid Learning

Educational Engagement and Learning in the Digital Age

  • Chapter
Educational Technology and Polycontextual Bridging

Abstract

The discontinuities between in-school and out-of-school learning have been the source of robust scholarship since the early 20th century (e.g., Dewey, 1916; Kilpatrick, 1923, 1925). Research has illuminated differences in people’s abilities to solve problems across settings, illustrating that engagement and learning can vary significantly by context (e.g., Lave, Murtaugh, & de la Rocha, 1984; Nasir, 2000; Nasir & Hand, 2008; Resnick, 1987; Saxe, 1991, 1999).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 82(4), 132–169.

    Article  Google Scholar 

  • Bakhtin, M. (1981). The dialogic imagination. Four essays by M. M. Bakhtin. Austin, TX: University of Texas Press.

    Google Scholar 

  • Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1–36.

    Article  Google Scholar 

  • Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 99, 193–224.

    Article  Google Scholar 

  • Barton, A. C. (2001). Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38, 899–917.

    Article  Google Scholar 

  • Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39, 775–786.

    Article  Google Scholar 

  • Bhabha, H. (1994). The location of culture. London, England & New York, NY: Routledge.

    Google Scholar 

  • Bloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events. A microethnographic perspective. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Castanheira, M. L., Crawford, T., Dixon, C., & Green, J. (2001). Interactional ethnography: An approach to studying the social construction of literate practices. Linguistics and Education, 11(4), 353–400.

    Article  Google Scholar 

  • Cole, M. (1996). Culture in mind. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Colley, H., Hodkinson, P., & Malcolm, J. (2003). Informality and formality in learning: A report for the learning and skills research centre. Leeds, England: University of Leeds.

    Google Scholar 

  • Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York, NY: Teachers College Press.

    Google Scholar 

  • Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 333–356). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Daniels, H., Edwards, A., Engeström, Y., Gallagher, T., & Ludvigsen, S. R. (2010). Activity theory in practice: Promoting learning across boundaries and agencies. London, England: Routledge.

    Google Scholar 

  • Dewey, J. (1966). Democracy and education. An introduction to the philosophy of education (Original work published 1916). New York, NY: Free Press.

    Google Scholar 

  • Dillenbourg, P. (Ed.). (1999). Collaborative learning. Cognitive and computational approaches. Amsterdam, The Netherlands: Pergamon.

    Google Scholar 

  • Engeström, Y. (1991). Non scholae sed vitae discimus: Toward overcoming the encapsulation of school learning. Learning and Instruction, 1(1), 243–259.

    Article  Google Scholar 

  • Erstad, O., & Sefton-Green, J. (2013). Digital disconnect? The ‘digital learner’ and the school. In O. Erstad & J. Sefton-Green (Eds.), Identity, community, and learning lives in the digital age (pp. 87–106). New York, NY: Cambridge University Press.

    Chapter  Google Scholar 

  • Falman, S. (1981). The unofficial smiley FAQ. Retrieved from http://www.newbie.net/JumpStations/SmileyFAQ/index.html

    Google Scholar 

  • Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.

    Google Scholar 

  • Grossen, M., Zittoun, T., & Ros, J. (2012). Boundary crossing events and potential appropriation space in philosophy, literature, and general knowledge. In E. Hjörne, G. van der Aalsvoort, & G. de Abreu (Eds.), Learning, social interaction, and diversity—exploring identities in school practices (pp. 15–33). Rotterdam, The Netherlands: Sense Publishers.

    Chapter  Google Scholar 

  • Gutiérrez, K., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286–303.

    Article  Google Scholar 

  • Hand, V. (2006). Operationalizing culture and identity in ways to capture the negotiation of participation across communities. Human Development, 49(1), 36–41.

    Article  Google Scholar 

  • Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Hicks, D. (1995/1996). Discourse, learning, and teaching. In M. W. Apple (Ed.), Review of research in education (Vol. 21, pp. 49–95). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Hinchman, K. A., & Zalewski, P. (1996). Reading for success in a tenth-grade global-studies class: A qualitative study. Journal of Literacy Research, 28, 91–106.

    Article  Google Scholar 

  • Hofer, M. (2010). Adolescents’ development of individual interests: A product of multiple goal regulation? Educational Psychologist, 45(3), 149–166.

    Article  Google Scholar 

  • Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Holt, J. (1964). How children fail. New York, NY: Pitman Publishing Corporation.

    Google Scholar 

  • Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science classrooms. Harvard Educational Review, 73, 73–93.

    Article  Google Scholar 

  • Hughes, M., Jewson, N., & Unwin, L. (Eds.). (2007). Communities of practice: Critical perspectives. Abingdon, England: Routledge.

    Google Scholar 

  • Hung, D., Lee, S.-S., & Lim, K. Y. T. (2012). Authenticity in learning for the 21st century: Bridging the formal and the informal. Educational Technology Research & Development, 60(6), 1071–1091.

    Article  Google Scholar 

  • Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. G. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.

    Google Scholar 

  • Jonassen, D. H., Howland, J., Marra, R. M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Google Scholar 

  • Kemker, K., Barron, A. E., & Harmes, J. C. (2007). Laptop computers in the elementary classroom: Authentic instruction with at-risk students. Educational Media International, 44(4), 305–321.

    Article  Google Scholar 

  • Kilpatrick, W. H. (1923). Source book in the philosophy of education. New York, NY: Macmillan.

    Google Scholar 

  • Kilpatrick, W. H. (1925). Foundations of method. New York, NY: Macmillan.

    Google Scholar 

  • Koschmann, T. (1996). Paradigm shifts and instructional technology: An introduction. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1–23). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Kumpulainen, K., & Renshaw, P. (2007). Cultures of learning. International Journal of Educational Research, 46(3–4), 109–115.

    Article  Google Scholar 

  • Kumpulainen, K., Vasama, S., & Kangassalo, M. (2003). Conceptual thinking as mediated action: The intertextuality of children’s explanations in a technology-enriched early years science classroom. International Journal of Educational Research, 39, 793–805.

    Article  Google Scholar 

  • Kumpulainen, K., Krokfors, L., Lipponen, L., Tissari, V., Hilppö, J., & Rajala, A. (2010). Learning bridges—Toward participatory learning environments. Helsinki: CICERO Learning, Helsingin yliopisto.

    Google Scholar 

  • Kumpulainen, K., Mikkola, A., & Jaatinen, A.-M. (2014). The chronotopes of technology-mediated creative learning practices in an elementary school community. Learning, Media, and Technology, 39(1), 53–74.

    Article  Google Scholar 

  • Lave, J., Murtaugh, M., & de la Rocha, O. (1984). The dialectic of arithmetic in grocery shopping. In B. Rogoff & J. Lave (Eds.), Everyday cognition (pp. 9–40). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Lee, C. D. (1993). Signifying as a scaffold for literary interpretation: The pedagogical implications of an African-American discourse genre (NCTE Research Report 0085-3739, No. 26). Urbana, IL: National Council of Teachers of English.

    Google Scholar 

  • Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(3), 12–21.

    Article  Google Scholar 

  • Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.

    Google Scholar 

  • Lemke, J. L. (2004, April). Learning across multiple places and their chronotopes. Paper presented at the AERA 2004 Symposium, San Diego, CA. Retrieved from http://www-personal.umich.edu/~jaylemke/papers/aera_2004.htm

  • Ludvigsen, S. R., Lund, A., Rasmussen, I., & Säljö, R. (Eds.). (2010). Learning across sites. New tools, infrastructures and practices. London, England: Routledge.

    Google Scholar 

  • Luke, A. (2001). Foreword. In E. B. Moje & D. G. O’Brien (Eds.), Constructions of literacy: Studies of teaching and learning in and out of secondary schools (pp. ix–xii). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • McLeod, J., & Yates, L. (2006). Making modern lives: Subjectivity, schooling, and social change. Albany, NY: State University of New York Press.

    Google Scholar 

  • Moje, E. B., & Hinchman, K. (2004). Culturally responsive practices for youth literacy learning. In J. Dole & T. Jetton (Eds.), Adolescent literacy research and practice (pp. 331–350). New York, NY: Guilford Press.

    Google Scholar 

  • Moje, E. B., Macintosh Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70.

    Article  Google Scholar 

  • Moll, L. C., & González, N. (1994). Critical issues: Lessons from research with language-minority children. Journal of Reading Behavior, 26, 439–456.

    Google Scholar 

  • Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46, 72–77.

    Google Scholar 

  • Nasir, N. (2000). “Points ain’t everything”: Emergent goals and average and percent understandings in the play of basketball among African-American students. Anthropology and Education Quarterly, 31, 283–305.

    Article  Google Scholar 

  • Nasir, N., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143–179.

    Article  Google Scholar 

  • Nasir, N. S., & Saxe, G. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 14–18.

    Article  Google Scholar 

  • Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist, 35(4), 227–241.

    Article  Google Scholar 

  • Phelan, P., Davidson, A. L., & Cao, H. T. (1991). Students’ multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology and Education Quarterly, 22, 224–250.

    Article  Google Scholar 

  • Postman, N. (1993). Invisible technologies in technopoly: The surrender of culture to technology. New York, NY: Vintage Books.

    Google Scholar 

  • Prior, P. (2005). A sociocultural theory of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), The handbook of writing research (pp. 54–66). New York, NY: Guilford Press.

    Google Scholar 

  • Rajala, A., Hilppö, J., Kumpulainen, K., Tissari, V., Lipponen, L., & Krokfors, L. (2010). Merkkejä tulevaisuuden oppimisympäristöistä [Signs of future learning environments] (Raportit ja selvitykset 3). Helsinki: Opetushallitus.

    Google Scholar 

  • Rajala, A., Mikkola, A., Tornberg, L., & Kumpulainen, K. (2011). Inventory case study: On the move! Innovative learning environments (ILE). Canada: Center for Educational Research and Innovation (CERI), OECD. Retrieved from http://www.oecd.org/edu/ceri/49930669.pdf

  • Rajala, A., Hilppö, J., Lipponen, L., & Kumpulainen, K. (2013). Expanding the chronotopes of schooling for the promotion of students’ agency. In O. Erstad & J. Sefton-Green (Eds.), Identity, community, and learning lives in the digital age (pp. 107–125). Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Ramsten, A.-C., & Säljö, R. (2012). Communities, boundary practices, and incentives for knowledge sharing? A study of the deployment of a digital control system in a process industry as a learning activity. Learning, Culture, and Social Interaction, 1, 33–44.

    Article  Google Scholar 

  • Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16(9), 13–20.

    Google Scholar 

  • Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Saxe, G. B. (1999). Cognition, development, and cultural practices. In E. Turiel (Ed.), Culture and development: New directions in child psychology (Vol. 83, pp. 19–35). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Scott, P. H., Mortimer, E. F., & Aquiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interaction in high school science lessons. Science Education, 90(4), 579–766.

    Article  Google Scholar 

  • Seiler, G. (2001). Reversing the “standard” direction: Science emerging from the lives of African-American students. Journal of Research in Science Teaching, 38, 1000–1014.

    Article  Google Scholar 

  • Sharples, M. (2006). How can we address the conflicts between personal informal learning and traditional classroom education? In M. Sharples (Ed.), Big issues in mobile learning (pp. 21–24). Nottingham, England: Nottingham University.

    Google Scholar 

  • Stetsenko, A. (2008). From relational ontology to transformative activist stance: Expanding Vygotsky’s (CHAT) project. Cultural Studies of Science Education, 3, 465–485.

    Google Scholar 

  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.

    Book  Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes (M. Cole, V. John-Steiner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday languages. Journal of Research in Science Teaching, 38, 1–24.

    Article  Google Scholar 

  • Wells, G. (1999). Dialogic inquiry. Towards a sociocultural practice and theory of education. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge, England: Cambridge University Press.

    Book  Google Scholar 

  • Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.

    Google Scholar 

  • Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York, NY: Cambridge University Press.

    Google Scholar 

  • Ziehe, T. (2000). Debate article: School and youth—a differential relation. Reflections on some blank areas in the current reform discussions. Nordic Journal of Youth Research, 8(1), 54–63.

    Google Scholar 

Download references

Authors
  1. Kristiina Kumpulainen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anna Mikkola
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Oslo, Norway

    Eyvind Elstad

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Kumpulainen, K., Mikkola, A. (2016). Toward Hybrid Learning. In: Elstad, E. (eds) Educational Technology and Polycontextual Bridging. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-645-3_2

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-645-3_2

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-645-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation