Exploring the Entanglement Between Technology and Pedagogy: A Case Study of Knowledge Building

Abstract

Does technology drive pedagogy, or should pedagogy guide technological integration in teaching and learning? This paper, by examining teachers' implementation of Knowledge Building (KB), argues that this dichotomy inadequately describes the intertwined nature of teaching and learning, especially in approaches like KB. Technologies such as the Knowledge Forum® (KF) are crucial for capturing students' idea development over time, and most KB teachers consider KF a vital tool. However, there is limited understanding of how teachers use KF for KBr and how this shapes KB in classrooms. This study, part of a multi-case investigation aimed at characterising KB design and enactment in Singapore, highlights (a) variability in teachers' KF usage, (b) the presence of several reinforcing barriers to technology integration, and (c) how these barriers influence KB enactment. The analysis showed that three out of five observed teachers faced significant barriers to KF integration, which constrained their KB practices. This study advocates for exploring the 'entangled pedagogy' concept further and invites discussion on how principle-based educational approaches like KB are affected by various contextual factors.