Abstract:

The prevalence of technology has drastically impacted society and influences how individuals communicate, socialize, and play [4 & 5]. These changes are developing a culture of participation, where content creation encourages the sharing and mentoring of ideas and knowledge from experiences [4]. A participatory process of developing knowledge, expertise, and learning is a fundamental shift from traditional teaching and requires a shift in pedagogical practices [4]. Given technology has the potential to drastically change teaching and learning, the purpose of this exploratory research, was to see if teachers saw value in the Edwin ecosystem and its partner applications.
The Edwin Ecosystem is a technology-based resource that offers curated subject matter based on curricular outcomes from trusted sources [2]. It is a ‘live’ online textbook that is constantly evolving. [2]. Edwin is partnered with several web-based software companies that work seamlessly with the Edwin ecosystem. With unlimited access, this ecosystem can be integrated simplistically into classroom teaching [2]. The digitally based classroom resources have the potential to change teaching and learning--by allowing diversity in content delivery and by increasing student engagement with the integration of online, student-focused tools that students can use to demonstrate learning. However, “not only are teachers expected to become familiar with the tools that are available, but they must also become conversant with a pedagogy that enables self-direction, knowledge building, and learner control by providing options and choice while still supplying the necessary structure and scaffolding” [1].
This exploratory research provides an overview of how using the Edwin Ecosystem impacted a small group of Canadian teachers’ existing pedagogy.

References
(1) Beaudin, L., & Ratther, O. (2019). Using video creation assignments to help pre-service teachers understand pedagogy 2.0. Society for Information Technology & Teacher Education International Conference. Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
(2) Edwin. (2020 February 13). https://edwin.nelson.com/
(3) Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systemic view for change. Journal of Educational Technology & Society,19(3), 27-37. Retrieved from https://search-proquest-com.ezproxy.uleth.ca/docview/1814443622?accountid=12063
(4) Li, Q. (2010). Digital game building: Learning in a participatory culture. Educational Research, 52(4), 427-443. doi: 10.1080/00131881.2010.524752.
(5) Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are you ready to teach secondary mathematics in the 21st century? A study of preservice teachers' digital game design experience. Journal of Research on Technology in Education, 45(4), 309-337. Retrieved from https://search-proquest-com.ezproxy.uleth.ca/docview/1448424728?accountid=12063
(6) Lu, L., & Lei, J. (2012). Using live dual modelling to help preservice teachers develop TPACK. Journal of Digital Learning in Teacher Education, 29(1), 14-22.

Keywords:

Learning ecosystems, online learning.