Conceptualising technology-enhanced embodied pedagogy

Abstract

The digitalisation of all aspects of society has necessitated the integration of digital technologies in education, which has affected teachers’ pedagogical approaches. Because learning is embodied, much of the digital tools and multimedia in learning environments are rooted in interaction and the use of body movements and gestures. This highlights the need to consider affects and emotions, as well as individual aspects of learning. To prepare learners for tomorrow’s technology-rich society, there is a need for embodied digital pedagogical practices that respect learners’ emotions and have a holistic perspective on learning. This chapter discusses pedagogical practices that can support technology-enhanced embodied learning. More specifically, it aims to provide a theoretical background for practical recommendations that are adaptable to any age group in the form of educational design principles for the implementation of technology-enhanced embodied learning.

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