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Embodied Learning in the Schools explores the relevance of embodied perspectives to instructional designers and education scholars seeking to improve the design, development, and analysis of technology-enhanced learning environments in K-12 settings.
Theodore "TJ" Kopcha is Professor of Learning, Design, and Technology at the University of Georgia, USA. He is a former secondary mathematics teacher whose research focuses on studying how embodied perspectives of learning can enhance outcomes in K-12 classrooms, particularly through the use of new and innovative technologies. His research on embodied cognition spans a variety of content areas, from teaching foreign language through immersive virtual reality to developing children's embodied sense of symmetry through touchscreen devices, as well as using embodied approaches to teach computer science. Ceren Ocak is Assistant Professor of Instructional Technology at Georgia Southern University, USA. She previously worked as a curriculum developer and educational game designer, where she developed an interest in applications of technology to enhance teaching and learning practices. Her research primarily focuses on the embodiment of computational thinking, computer science education, and the design of learning environments that not only align with embodied learning principles but also integrate the social and technical aspects of computational systems, considering issues of justice, ethics, and biases.
1. An Introduction to Embodied Learning in the Schools 2. Ecological Psychology and Technological Affordances 3. Grounded Cognition and Interactive Devices 4. The Ecological Huddle and Collaborative Technology 5. Body Syntonicity and Computer Science Education 6. Extended Cognition and Artificial Intelligence 7. Creating Your Own Designs that Link Brain, Body, and Technology
