Embodied Learning in the Schools: Designs That Link Brain, Body, and Technology in K-12 Classrooms

Embodied Learning in the Schools explores the relevance of embodied perspectives to instructional designers and education scholars seeking to improve the design, development, and analysis of technology-enhanced learning environments in K-12 settings. Given recent technological advances in touch-based, geolocational, and body integrative devices, there is considerable opportunity to leverage embodied perspectives of cognition to enrich learning in schools today. Grounded in research and theory, this book provides a holistic understanding of embodied cognition’s powerful multidisciplinary applications. Using vivid examples from authentic classrooms, each chapter connects varied theoretical insights to their practical implications for linking brain, body, and technology in learning. Instructional designers, learning scientists, educational technologists, and other scholars and professionals will come away with a comprehensive grasp on the affordances, challenges, frameworks, and embodied designs that can be implemented in real-world contexts across subject areas.

Table of Contents:
1. An Introduction to Embodied Learning in the Schools 2. Ecological Psychology and Technological Affordances 3. Grounded Cognition and Interactive Devices 4. The Ecological Huddle and Collaborative Technology 5. Body Syntonicity and Computer Science Education 6. Extended Cognition and Artificial Intelligence 7. Creating Your Own Designs that Link Brain, Body, and Technology

About the Author :
Theodore “TJ” Kopcha is Professor of Learning, Design, and Technology at the University of Georgia, USA. He is a former secondary mathematics teacher whose research focuses on studying how embodied perspectives of learning can enhance outcomes in K-12 classrooms, particularly through the use of new and innovative technologies. His research on embodied cognition spans a variety of content areas, from teaching foreign language through immersive virtual reality to developing children’s embodied sense of symmetry through touchscreen devices, as well as using embodied approaches to teach computer science. Ceren Ocak is Assistant Professor of Instructional Technology at Georgia Southern University, USA. She previously worked as a curriculum developer and educational game designer, where she developed an interest in applications of technology to enhance teaching and learning practices. Her research primarily focuses on the embodiment of computational thinking, computer science education, and the design of learning environments that not only align with embodied learning principles but also integrate the social and technical aspects of computational systems, considering issues of justice, ethics, and biases.

Review :
“Embodied Learning in the Schools brilliantly rethinks traditional education by emphasizing the vital role of physical movement and sensory experiences in learning. The book persuasively argues that integrating the body into educational practices not only deepens understanding but also makes learning more engaging across various disciplines. With practical examples and accessible discussions, it serves as a hands-on guide for educators and researchers eager to invigorate their methods and transform classrooms into dynamic spaces where students learn through active engagement. This text is a must-read for those looking to enhance educational outcomes with innovative, body-inclusive strategies.” —Anne T. Leftwich, PhD, Barbara B. Jacobs Chair in Education and Technology and Professor of Instructional Systems Technology in the School of Education; Adjunct Professor of Computer Science; and Associate Vice President for Learning Technologies at Indiana University Bloomington, USA “What sets this book apart from other books on embodied learning is how it balances content between foundational theories and practical implementations within the field of learning and technology. Each chapter explores a different facet of the embodied cognition (e.g., grounded cognition, ecological psychology) and explains each through concrete examples, offering both practicing teachers and scholars alike with a solid resource for both the theory and practice of embodied learning. The authors' expertise and understanding of multiple perspectives stands to equip its readers with the knowledge and tools necessary to contribute to this evolving field. Overall, the book will serve as a nice text in undergraduate and graduate programs in teacher preparation, educational psychology, educational technology, learning design and technology and relevant programs.” —Andri Ioannou, PhD, Professor of Learning Design and Technology in the Department of Multimedia and Graphic Arts at Cyprus University of Technology, Cyprus