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Percorrer por autor "Elmendorf, Doug"

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  • Emerging technologies as sociotechnical–immersive systems: a framework and research agenda for K–12 online learning
    Publication . Beck, Dennis; Elmendorf, Doug; Morgado, Leonel
    K-12 digital learning is increasingly shaped by emerging technologies layered onto existing digital infrastructures. In practice, the technologies that dominate attention, especially generative and assistive AI, arrive bundled with new assessment tensions, data flows, acquisition constraints, and inequities in access and support. This article proposes a practitioneroriented framework for understanding emerging technologies as sociotechnical-immersive systems rather than standalone tools. The framework connects the following three lenses: (1) a macro sociotechnical circle that foregrounds policy, markets, equity, and governance; (2) a meso environment-design circle that analyzes how learning experiences are configured through system, narrative, and agency; and (3) a micro educational-approaches circle that focuses on the instructional activities educators enact within those environments, using the Immersive Learning Brain as a map of practice and strategies. We developed this framework through practitioner sensemaking grounded in practitioner focus group data and aligned it with recent research syntheses on emerging technologies. We illustrate the framework through one worked example and two comparative mini-cases. We conclude with an agenda for researchers and practitioners focused on assessment, equitable infrastructure and support, data stewardship, and environment-design descriptions that move beyond technocentric labels.
    2026-03-19Artigo científico Acesso aberto Ver mais
  • Emerging technologies as sociotechnical–immersive systems: qualitative validation of a framework
    Publication . Beck, Dennis; Elmendorf, Doug; Morgado, Leonel
    Artificial intelligence now sits at the center of emerging technologies discourse in K–12 digital learning. Based on DLAC survey and focus group data, this study pilottests the Emerging Technologies Sociotechnical–Immersive Systems Framework (ETSIS) to examine how AI is being imagined and enacted in practice. Practitioners describe both pragmatic adoption and deep concern, particularly around authenticity, assessment, and equity. Using framework-to-data mapping and misfit analysis, we analyze how sociotechnical conditions shape environment design and everyday pedagogical routines. Findings suggest that AI is not simply another tool layered onto digital systems but a participant in evolving learning ecologies, raising questions about educator preparation, data infrastructures, and the reconfiguration of agency in online learning environments.
    2026-03-23Documento de conferência Acesso aberto Ver mais