Activity • Integrating the 3 dimensions into the capability enlargement seesaw

The final exercise will integrate the three dimensions explored so far into a seesaw of capability enlargement, depicted below (Kuhn, 2021). For that you will map the most salient elements that were explored so far onto the seesaw of capability enlargement.

This model is based on the idea that any pedagogical intervention mediated by technology has to keep the human at the centre as it is her/he/they that have the potentiality to elaborate or reproduce the context in which they are operating and in so doing changing educator’s teaching practice. Therefore, the fulcrum of the see-saw is the agent, in our case, the educator. “(...)Problems concerning educational technology use are not only centred around the technology, for they involve a combination of cultural, social and technical dimensions. The technical dimension is not related with a particular tool either, but rather, it is concerned with the social identity, thus positioning of the tools and artefacts in the socio-technical network of interdependencies, the context of use. It is that social dimension of the tool that, among other things, shapes individuals’ capability enlargement. Hence, to address issues regarding educational technology use, all dimensions need addressing.” (Kuhn, 2021, P. 226).

In the seesaw participants will map the emotions (technological dimension and mapped in the jamboard slide 3), the valued goal (explored in the personal dimension and the pedagogical dimension and mapped on the jamboard in slide 2) and the enablers and constraints they explored in the technological dimension (Jamboard slide 4 and 5).