Bower (2017) affordances, creating alternative methods for learners to achieve more successful learning outcomes. The concept according to Bower (2017) is an abstract view the ability to discriminate between technologies.
Puntambekar (2022) defines scaffolding as the framing of a student’s learning with the setting up foundations of support, within their current knowledge base and allowing them to achieve a new and better understanding of the subject. These ideas are similar to affordances use technology to improve learning. Scaffold use supports, but both are to improve.
Scaffolding students, Australian Teachers Standards 1.1, is a clearly beneficial method of enhancing the outcome. This is a knowledgeable teacher, creation of a focused pedagogy and the ability to develop the curriculum-based learning environment.
Barzilai et al (2023) investigated the need for a history essay to be in a chronological order. The students’ responses show the causes of the event, the event and the results of the event. Barzilai et al (2023) were interested in students who knew the history however could not write in an acceptable format. The study found visual tools to assisted students’ ability to conceptualise event.
One visual tool available is pixtoon. I created an overview of the Viking transition from raiders to rulers of England.
There is no critical thinking required of the pixtoon program. It can be a technology tool to provide the unit outline/direction.
A more insightful timeline program. Such as ‘Tiki-toki’, it can ’create a multi-media timeline’ according to their site. The program can have a large amount of extra information compared to pixtoon.
A more insightful timeline program. Such as ‘Tiki-toki’, it can ’create a multi-media timeline’ according to their site. The program can have a large amount of extra information compared to pixtoon.
Comparing the two products above it can be seen they both can scaffold the work of the student. The use of Tiki-Toki would provide a greater affordance to a student, as define by Bower (2017) technological use within the program.
Bower (2017) has commented the analysing of various technologies and seeing the potential they offer is the relevance of affordances. In this situation I believe Tiki-Toki platform better, it assists in the teaching of history.
Barzilai, S., Tal-Savir, D., Abed, F., Mor-Hagani, S., & Zohar, A. R. (2023). Mapping multiple documents: From constructing multiple document models to argumentative writing. Reading & Writing, 36(4), 809–847. https://doi.org/10.1007/s11145-021-10208-8
Bower, M. (2017). Design of technology-enhanced learning: integrating research and practice. In Design of technology-enhanced learning: integrating research and practice (First edition.). Bingley, UK: Emerald Publishing.
Puntambekar, S. (2022). Distributed Scaffolding: Scaffolding Students in Classroom Environments. Educational Psychology Review, 34(1), 451–472. https://doi.org/10.1007/s10648-021-09636-3
Tiki-Toki image source: tiki-Toki web site https://www.tiki-toki.com/
Technology Savior or Terminator? 