Empowering Science Teachers Using Technology Enhanced Scaffolding to Improve Inquiry Learning

Margus Pedaste (1) , Ard W. Lazonder (2) , Raes Annelies , Claire Wajeman (3) , Moore Emily , Isabelle Girault (3)

1 University of Tartu
2 University of Twente
3 MeTAH - Modèles et Technologies pour l’Apprentissage Humain

Inquiry learning in technology-enhanced learning environments has potential to support science learning. The “symbiosis” between teachers and technology-enhanced learning environments is needed and, therefore, virtual assistants should be “taught” based on pedagogical theories. These assistants should be dynamically integrated with various learning environments to empower teachers and to provide effective scaffolding to every student during inquiry. Outcomes provided by the student or teacher could serve as input for the virtual assistant in addition to logging of student and teacher interactions. The virtual teacher assistant should be developed in collaboration between researchers and commercial software developers using joint research and development grants.

Mots clés: Inquiry learning; Technology-enhanced learning environments; Scaffolding; Virtual assistant

Domaines: Education

Margus Pedaste, Ard W. Lazonder, Raes Annelies, Claire Wajeman, Moore Emily, et al.. Empowering Science Teachers Using Technology Enhanced Scaffolding to Improve Inquiry Learning. Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond, Springer International Publishing, pp.17-20, 2016, 978-3-319-12561-9. ⟨hal-01234695⟩