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Lo‐tech tools as episteme: rethinking student engagement in the writing process and beyond

  • Bryna Siegal Finer
    ,
  • Lynn Shelly
    ,
  • Oriana Gatta
    ,
  • Rachael Warmington
    ,
  • Maha Alawdat
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

In this paper, five teacher‐scholars describe pedagogical inquiry into the use of ‘lo‐tech’ tools and what we discovered about the affordances of these tools. These include but are not limited to technologies like sticky notes that help students to organize written thoughts and physically move them around, crayons that allow students to highlight, trace, and categorize different types of thoughts on their paper, and index cards that they can use in a variety of interactive ways for their own writing and to write collaboratively. We found that the use of lo‐tech tools complemented our work with digital technology, engaging the kinesthetic learners in our classrooms and encouraging a spirit of play in students and teachers alike. We also discuss how teachers can encourage the use of lo‐tech tools epistemologically to help students process information, create knowledge, and to come to their own understandings or demonstrate understandings of course content ‐ with no product in mind other than knowledge‐making.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

  • Published - 2016

Publication status

Published - 2016

ISSN

2047-3265

External Publication IDs

  • handle.net: 10547/603526

Access to documents

258-649-1-SM.pdf, opens in new tab
Final published version, 439.28 KB