In a better world, I would have built this in a day, using some kind of modern, flexible HyperCard for iOS. In our actual world, I built it in about a week, and roughly half of that time was spent wrestling with different flavors of code-signing and identity provi­sioning and I don’t even know what. I waved some incense and threw some stones and the gods of Xcode allowed me to pass. Our actual world isn’t totally broken. I do not take for granted, not for one millisecond, the open source compo­nents and sample code that made this project possible. In the 21st century, as long as you’re operating within the bounds of the state of the art, program­ming can feel delight­fully Lego-like. All you have to do is rake your fingers through the bin.

our ways of seeing, making sense and understanding are implicated within the real-life apparatuses that we are part of

Technology integration has also been shown to help create more authentic learning environments where the students are more motivated to attend, have a greater chance of communication and collaboration and have more opportunities to use higher order thinking and problem solving skills connected to real world applications (Fouts, 2000) This has led some to believe that new theories in learning needed to be developed that would help to support the creation of such learning environments. The three emerging theories discussed in this paper all possess the ability to support the creation of such learning environments.  They all support the idea that learning is through action.  They all support that cognition happens through communication and collaboration with others.  They all support the use of technology to help in the creation of such learning environments. It is through these new theories that learning environments, which support the development of these higher-level learning skills, can be created.  

Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Effica-cy in Technology Integration is Impactedby the Context of the Preservice Teacher Education Pro-gram

every individual has the means to decide how their knowledge is governed and managed to address their needs

hese characteristics require thatemergent response groups adopt specific approaches forknowledge coordination. One such approach commonlydocumented in studies of such groups is their use ofa learn-by-doing (versus decision making) action-basedmodel of coordinated problem solving, in which sensemaking and improvisation are the norm rather than theexception

However, failure to examine the critical roleof even the inactive participants in the functioning of thecommunity is to ignore that passive (and invisible) par-ticipation may be a step toward greater participation, aswhen individuals use passivity as a way to learn aboutthe collective in a form of peripheral legitimate partici-pation (Lave and Wenger 1991, Yeow et al. 2006).

Mendonça, et al.[26] and Kendra and Wachtendorf [20] have characterized this as improvisation, whichhas strong parallels to the conversations in CSCW about the nature of situated cognition or situated work [14,44], as well as the relationship between informal as well as formal aspects of work [30,44]

These protocols, formal structures, plans, procedures, and schemes can be con-ceived of asmechanismsin the sense that they (1) are objectified in some way(explicitly stated, represented in material form), and (2) are deterministic or at leastgive reasonably predictable results if applied properly. And they aremechanisms ofinteractionin the sense that they reduce the complexity of articulating cooperativework.

Social activity is fluid and nuanced, and this makes systems techni-cally difficult to construct properly and often awkward to use.

Theories of situated activity, co-construction of knowledge, and distributed intelligence helped connect learning to its contexts.

On the other hand, you had the situated view, which helped establish a contextu-alized science for learning, in which learning at the minimum required investigating the social and cultural contexts of learning, and at the maximum treated learning as inherently a phenomenon not in the head but in the relationships between person and their context.

contextualizatio

The notion of temporal structuring focuses attention on what people actually do temporally in their practices, and how in such ongoing and situated activity they shape and are shaped by particular temporal structures. By exam­ining when people do what they do in their practices, we can identify what temporal structures shape and are shaped (often concurrently) by members of a community; how these interact; whether they are interrelated, over­lapping, and nested, or separate and distinct; and the ex­tent to which they are compatible, complementary, or contradictory.

Viewed from a practice perspective, the distinction be­tween cyclic and linear time blurs because it depends on the observer's point of view and moment of observation. In particular cases, simply shifting the observer's vantage point (e.g., from the corporate suite to the factory floor) or changing the period of observation (e.g., from a week to a year) may make either the cyclic or the linear aspect of ongoing practices more salient.

In spite of the general movement from particular to­wards universal notions of time (Castells 1996, Giddens 1990, Zerubavel 1981 ), we can see that in use, all uni versa! temporal structures must be particularized to local contexts because they are enacted through the situated practices of specific community members in specific locations and time zones.

One such op­position is that between universal (global, standardized, acontextual) and particular (local, situated, context­specific) time.

Leaming viewed as situated activity has as its central defining characteristic a process that we call legitimate peripheral par­ticipation. By this we mean to draw attention to the point that learners inevitably participate in communities of practitioners and that the mastery of knowledge and skill requires newcom­ers to move toward full participation in the sociocultural practices of a community.

The no­tion of situated learning now appears to be a transitory con-cept, a bridge, between a view according to w�ich cognit'.ve processes (and thus learning) are primary and a v�ew according to which social practice is the primary, generative p�eno�e­non and learning is one of its characteristics.

Second, this conception of situated learning clearly was more �nc�m�assi�� in i�tent than �onventional notions of '' learning in suu or learnmg by domg" for which it was used as a rough equivalent.

The haunting question is how do I fit into the story.

Maclean et al. also demonstrate clearly how sensemaking can be defined by its stages. The movement through time of different forms of interpretive work is captured in their phrase ‘language that constructs and gives order to reality, which it (temporarily) sta-bilizes’ (p. 20). They suggest that this movement consists of locating, meaning-making, and becoming.

Later in their article, Cunliffe and Coupland effectively summarize sensemaking as embodied efforts to figure out what to do and who we are. That is a tidy framework for interpreting the life stories of elite bankers since they are essentially figuring out what they did and who they were, with heavy editing, to point up the legitimacy of the what and who that are retrieved.

Gephart et al. define sensemaking as ‘an ongoing process that creates an intersubjective sense of shared meanings through conversation and non-verbal behavior in face to face settings where people seek to/produce, negotiate, and maintain a shared sense of meaning’ (2010: 284–285).

Cunliffe and Coupland treat sensemaking as ‘collaborative activity used to create, legitimate and sustain organiza-tional practices or leadership roles’ (p. 65). If we add the phrase ‘and individual’ to the word ‘collaborative’ in that definition then we have a rendition of sensemaking that works for the Maclean et al. article, right down to the focus on legitimacy and leadership.

Whittle and Mueller also anticipate and inform the nature of reconstructing a life story when they depict sensemaking as ‘a broader term [than stories] that refers to the process through which people interpret themselves and the world around them through the pro-duction of meaning’ (p. 114). It is their focus on ‘meaning’ and their inclusion of both the person and ‘the world around them’ that fits Maclean

As Bojeet al. (2016a, p. 395)indicate, through situating antenarratives in subjec-tive time, they are able to show ‘how diverse voicesinterconnect, embed and entangle in organizationalstrategies’.

Theway organizational membersinterpret or situate themselves in time and embrace time-related concepts such as of time scarcity, urgency, orientation. ‘temporal construals inform and are informed by intersubjective, subjective and objective times.’ (R. A. Roe et al., 2009

Social identities have increasing difficulty in being construed in terms of stable social attributes in a highly mobile -both socially and geographically - society. They will have to rely on other, temporal dimensions, in what are becoming increasingly precari-ous, if not completely contingent, identities in constant need of redefi-nition. One's 'own', proper time situated in a momentous present which is extended on the societal level in order to accommodate the pressing overload of problems, choices and strategies, becomes a central value for the individual as well as a characteristic of the societal system (Nowotny, 1989a)

Personal and organizational histories occupy prominent figure positions in the figure-ground dichotomy, and that such histories are used to cope with the future is indicated by several pieces of evidence.

in a more polychronic culture, people would stand closer to each other while talking. So time and space are related in the social as well as the physical world.

The possibility that time can explain other phenomena, especially human be­havior, is the scientific raison d’être for studying time and caring about it: If times differ, different times should produce different effects. And an impor­tant mechanism through which differing times affect human behavior is thedefinition of the situation

The amount of time we are willing to devote to the various relations in which we are involved and organizations to which we belong clearly reflects the level of our commit- ment to each of them

While the Printer Clock focused on emphasising the embodied and situated nature of time, pointing to the mesh of activities and characters that come together to create time, the TimeBots drew attention to personal rhythms and how they played out within the context of the classroom

These mundane exchanges takea variety of forms, such as labor services, access to information, in-cluding help in finding jobs or housing and knowledge about dealingwith government agencies, and various forms of material assistancebesides money such as sheltering visitors.