Digital Vignettes

Produce a series of three digital vignettes about the mediation effects of classroom technologies on the learning experiences of students.  These digital vignettes are to integrate course readings and detailed field observations of student and/or teacher engagement in technologically enhanced learning environments.

Consider technologies such as a digital sensing instrument from a science lab, the use of an eBook in a Language Arts course, online tools for accessing and exploring archival documents in a history course, or the geometers sketchpad in mathematics.

There will be three readings each addressing one of the following interrelated topics in technoculture:

We will discuss each reading in class.  As a learning community, we’ll develop queries for each reading about an aspect relevant to our discussion and to the field of educational technology. Each query will involve detailed field observations.

Your responses to each query will take the form of a multimodal study, a treatment or digital vignette to be published on the Digital Vignettes page of your website. Please publish the text of the query you respond to immediately above or otherwise adjacent to each vignette on your website.

You are welcome to use tools provided by WordPress or by some other multimedia application which you will embed in or link to your webpage. You are welcome to mix and match media and applications. Please use at least three different multimedia apps. Consider making a comic strip or a video or a multimedia; the possibilities and combinations are multiple, and nearly endless. (For each digital vignette, the multimedia equivalent of 500 words)

Readings: available online through the library’s electronic reserves

Curtis, D. and Carter, M. (2000) The Art of Awareness:  How Observation Can Transform Your Teaching.  St. Paul Minnesota : Redleaf Press. Chapter 2: Study Session: Learning to See. pp. 9-22.

Latour, B. (2011) “Where Are The Missing Masses? : The Sociology of a Few Mundane Artifacts.” In: Seth Giddings with Martin Lister (Eds.) The New Media and Technocultures Reader. New York : Routledge. pp. 150-159.

Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies.Technology, Knowledge & Learning17(3), 87-107.

Salmon, G. & Perkins, D. (2005)”Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.” In: Robert Sternberg and David Preiss (Eds.).Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities. Mahwah, NJ : Lawrence Erlbaum and Associates, Publishers. pp. 71-86.

Verbeek, P. P. (2005) What Things Do. Chapter 5: A Material Hermeneutic. University Park, PA : The Pennsylvania University Press. pp. 123-145.

ERes Password: edsh68


This wiki was created in 2007 by Alan Levine.  At this website you will find more than fifty (50) web 2.0 tools you can use to create a web-based story. The idea is not to review or try every single one (that would be madness, I know), but pick a few that sound interesting and see what you produce.


The assessment for this assignment is designed to promote a definition of thinking inclusive of cognition, perception, feeling and the arising of thoughts in action. For this assignment, I will be using the course Assessment Rubric In this way,  assessment is distributed evenly across the four rubric domains: View, Appreciation, Method and Presence.

Presence: This central domain relates to a sense of wholeness and completeness based on your responsibility to the assigned task and an accommodation of the qualities of the four peripheral domains previously described. The following criteria comprise the Presence section for the the Digital Vignettes assignment:

_____ Fidelity of each digital vignette as a response to its specific query. (3x)




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