10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague


Research Focus for Learner-Centric Surveys or Polls

ConstructivismResearchBasis by Helen Teague

Learner-Centric Survey Research Focus


Asmara, J. (2023). Pre-print- Online Learning in supporting students’ procedural abilities viewed from a Constructivist approach. Universitas Negeri Surabaya. https://doi.org/10.21203/rs.3.rs-3466684/v1.

Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen & S. M.Land(Eds.), Theoretical foundations of learning environments (pp. 25–56). Lawrence Erlbaum Associates, Inc.

Chelliq, I., Anoir, L., Erradi, M., & Khaldi, M. (2023). Transition from Face-to-Face to E-Learning and pedagogical model. In Emerging Trends and Historical Perspectives Surrounding Digital Transformation in Education: Achieving Open and Blended Learning Environments (pp. 52-77). IGI Global.

Cleveland-Innes, M., Garrison, R., & Kinsel, E. (2007). Role adjustment for learners in an online community of inquiry: Identifying the challenges of incoming online learners. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 2(1), 1-16.

de Oliveira, A. M., & Schmitt, M. A. R.(2023). Google Classroom in the teaching and learning process From Piaget’s perspective. International Journal of Arts and Social Science (6)9 www.ijassjournal.com ISSN: 2581-7922, Volume 6 Issue 9, September 2023

Larson, B. E., & Keiper, T. A. (2002). Classroom discussion and threaded electronic discussion: Learning in two arenas. Contemporary Issues in Technology and Teacher Education, 2(1), 45-62.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Piaget, J. (1970). Psychology and Epistemology: Towards a theory of knowledge. Penguin Books

Szabó, F., & Csépes, I. (2023). Constructivism in language pedagogy. Hungarian Educational Research Journal,13(3), 405-417.

Vygotsky, L. (1978). Mind in Society: Development of higher psychological processes. (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Wenger, E. (2011). Communities of practice: A brief introduction. University of Oregon. Link

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.

*in papers



This week’s Google Meet with Guest Expert Amelia Wildman!

An excellent opportunity to learn about Transmedia Navigation, Digital Literacy, New Media Literacy and Technology Integration that students actually love!

Thank you to Tuesday’s Guest Expert Amelia Wildman!

Google Meet August 25



Thank you Amelia Wildman!!


See Archive of selected Google Meets


Tuesday-Twenty Google Meet with Amelia Wildman

Amelia Wildman: Thank you for sharing your ideas and technology integration units featuring Transmedia Navigation, ELA for Middle Schoolers, and deliberate, embedded technology integration!!

ALW Google Meet



See Archive of selected Google Meets


Weekend Ed. Quote ~ March15

It’s imperative that classroom design is driven by the desire to create personal and authentic learning. ~ Tom Murray,  co-author of Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today

Image from our friend- at #CCEFinland




More Weekend Ed. Quotes
















STEAMing Ahead with How-Focused Questions

STEAMing Ahead with How-Focused Questions or The How-Focused Question Approach to Effective STEAM education.

Guest post with Amelia Wildman, MEd and current doctoral student at the College of William and Mary.

The responses to our recent presentation at the CCE Symposium in Finland was so kind. Many in attendance requested additional information on specific implementation of How-focused questioning. Also requested were effective question stems for How-Focused Questions.

Amelia writes, “At its core, creativity involves thinking about something in a meaningful, original way. Strategies that develop students’ abilities to think creatively can also serve the purpose of helping them build skills in analyzing and evaluating what they read.”

How-Focused Strategy: A specific how-focused strategy for strengthening students’ creativity is metaphorical thinking. Metaphorical thinking is about connecting different ideas in order to develop a new perspective or understanding: the qualities and contexts of one idea are paired with those of another in order to make connections. Incorporating metaphorical thinking activities can promote students’ fluent thinking – generating many ideas; flexible thinking – considering different perspectives; and original thinking – developing insights that are unique and complex. Specific strategies for incorporating metaphorical thinking activities into the classroom will be discussed, with a specific focus on metaphorical thinking and developing skills in writing.”

Research-based instructional component (IC): How-focused questions components are integral to students’ content acquisition. How-focused questions are part of questioning for:

1. Clarification

2. Probing Assumptions

3. Probing Rationales

4. Questioning Viewpoints

5. Probing Consequences

6. Questions on the Question


How-focused questions are a component of an effective Socratic questioning approach. Here are a few Question stems featuring a Socratic assertion. From these seven stems a complete questioning curriculum in any content area is possible.

  1. How do you know this?
  2. How does this relate to our discussion?
  3. How did you choose your assumption?
  4. How can you verify or disprove your assumption/statement/premise?
  5. How might your assumption be refuted?
  6. How does _____  fit with what our experience tells us?
  7. How does ___ affect ____?

Watch this video that addresses deterrents to poor questioning.



Berger, W. (2013). What Kills Questioning? (Book trailer for A MORE BEAUTIFUL QUESTION by Warren Berger). Youtube. Available online at this link: https://youtu.be/dey1Rm5gUxw

Bélanger, Annie and Rao, Preethi, “The Art of Questioning: Using Powerful Questions and Appreciative Inquiry Conversations to Understand Values and Needs” (2019). Presentations. 79.


PLEASE NOTE: This post original published February 28, 2019. Updated May 30, 2019 with additional citation information.


Harnessing Imagination through Digital Storytelling in History & Science: CCE Finland Presentation

Today at 11:30am, our Creative Classroom Presentation Features a “How-Focused” approach to Digital Storytelling and its implementation in your classroom. The location is the Library at the Tampere University of Technology (TUT).


The main idea of our presentation:

  1. All learners benefit from the opportunity to harness their imagination through the creation of a story using digital tools
  2. Creativity Should Be: *Unique *Useful *Task Appropriate
  3. Pedagogical constructs connect Socio-Cultural, Cognitive, and Affective Learning cognates

This presentation has instructional and pedagogical application for K-12th grade. It is scalable for global audiences, which is good because our venue, #CCEFinland features participants from 21 countries.

PBS Learning Media has thousands of lesson plans that embed creativity and digital technology. Go to https://www.pbslearningmedia.org/ to explore the full library of lesson plans and resources.

Confined on the XR train traveling to Tampere? Stuck in the States without a travel budget?  Follow our presentation via QR Code or shortened link:









A question and answer session will follow. Questions from the onsite audience and via the #HarnassingImagination hashtag will round out our session.

Our Session Twitter Hashtag is #HarnessingImagination


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