| Mobile and ubiquitous computing technologies augment physical spaces with digital representations and feedback that can enhance learning. The process of capturing data from the physical world can help track what happens in a classrooms settings and what students are learning. Interactions with learning material can be saved, stored, and mined to structure reflection. Students engaged in reflective activities confirm or revise understandings, acknowledge how they arrived at their conclusions and examine the way they think. In doing so, they refine learning strategies that can be applied when facing new or difficult tasks.;From my analysis of observational, interview, and workshop data, I have identified three areas of consideration for the design and development of technologies for the classroom: time and focus; access to student work; and grouping for discussion. These considerations are important for designing technologies that support reflective thinking and hold broad implications for any technology intended for classroom use.;The structured pace and standardized knowledge characteristic of most school settings can be problematic for employing the time intensive constructivist techniques like reflection. The management of time and resources is a precursor for the implementation of reflection activities. This research provides an opportunity to delve into the tension between designing technology to support current classroom practices and reimagining classrooms for the future. As such, I discuss the implications of designing constructivist tools for current classrooms and the complications that can arise for researchers and users when implemented. |
