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1.
While current research points out that young people are developing emerging culture of learning in informal spaces, less is known about such digital literacy practices in the Asian contexts where the notion of literacy tends to refer to school literacy. Research on young people's online participatory culture continues to suggest that social media offer affinity spaces where extensive knowledge is acquired, constructed and produced outside of schools. In this paper, we use two case studies on social media as illustrative examples to understand how adolescents shape their learning online. We aim to contribute to the ongoing dialectics on social media and learning by examining how adolescents exhibit agency online. We argue that social media such as Facebook offer high learner agency environments for adolescents to participate in self‐initiated enterprise and allow them to develop personal trajectories for learning. The case studies presented in this paper suggested that the adolescents' pursuit of their passions on online affinity spaces gave rise to intellectual friendships and the development of personal pedagogies. 相似文献
2.
Danielle Herro 《Curriculum Journal》2013,24(4):579-600
Games and digital media experiences permeate the lives of youth. Researchers have argued the participatory attributes and cognitive benefits of gaming and media production for more than a decade, relying on socio-cultural theory to bolster their claims. Only recently have large-scale efforts ensued towards moving game play and design into formal schooling. Educators are beginning to recognize the instructional potential of games but are seeking ways to understand and effectively support them in learning environments. This paper offers a working example detailing the process of creating a high school curriculum focused on game and app design. Through the example, the author addresses the ‘why’ and ‘how’ to move forward with games in schools and argue the necessity of cultivating a participatory culture. The example concludes with assumptions from this experience and an invitation for scholars to critique and discuss the instance. 相似文献
3.
Sue Cranmer 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(2):315-330
This paper takes an interdisciplinary approach combining digital education with disability theory to investigate disabled children's digital use practices for formal learning. Evidence suggests that children's lives have been transformed through engagement with digital technologies, eg, computers, laptops and mobile devices. Even so, empirical studies about disabled children's uses of technology remain limited, particularly studies that engage with disabled children's own views in context. In response, an exploratory, participatory research study was designed to gain up-to-date insights into how visually impaired children, as an illustrative case, experienced digital technologies for learning within the context of inclusive education policy. Disabled children and teachers were interviewed in mainstream schools in England; results were analysed using social practice theory to identify digital use practices characterised as digital learning and digital accessibility practices alongside children's experiences. Outcomes were mixed. Youngsters saw benefits to using digital technologies, particularly tablets, for learning. Nevertheless, digital accessibility practices were potentially stigmatising and carried an extra task load to overcome barriers that occurred when teachers had not developed inclusive digital pedagogy. The paper discusses the implications of these findings and calls for further research to guide schools to use digital technologies to support inclusion. 相似文献
4.
Jolly Rubagiza Edmond Were Rosamund Sutherland 《International Journal of Educational Development》2011
The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT. 相似文献
5.
Jacqueline Baxter Alan Floyd Katharine Jewitt 《British Educational Research Journal》2023,49(2):329-351
Following lockdowns in 2020 owing to Covid-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic. The paper concludes that there is evidence that digital innovations during the pandemic have changed the ways in which leaders think about their digital strategy, thus supporting a strategy as learning approach. However it also concludes that although there is ample evidence that the pandemic has changed the way many schools view digital learning, for some schools, there remain persistent barriers to digital integration and planning. These emanate both from material and cultural considerations, as well as leader vision and belief in digital learning. 相似文献
6.
Brian Gorwood 《School Leadership & Management》2013,33(3):229-238
Centralised educational restructuring initiatives result in a wide variation of responses in schools, some are quite productive, others are much less so. Interview data were collected from seventy‐two teachers and principals in six schools as a response to government restructuring policies in British Columbia, Canada, in order to better understand the reasons for such variation. An organisational‐learning perspective was used to guide the study. The results describe the processes used by teachers in pursuit of their own individual and collective learning. Also identified are school conditions which foster and inhibit these processes, conditions related to school vision, culture, structure, strategies and resources. 相似文献
7.
《Learning, Media and Technology》2013,38(2):182-197
The city provides a rich array of learning opportunities for young children. However, in many urban schools, often it can be logistically difficult to get young children out of the building. But when elementary children are encouraged to view the city as a classroom and use digital media to explore and represent their neighborhoods, they can be inspired by the unpredictable events of daily life to ask naïve, critical and sometimes troubling questions. This paper presents a case study of a teacher in an informal media literacy learning environment who worked with a group of 9-year olds in Philadelphia. It documents the experience of a novice teacher who, flummoxed by an accidental encounter between her students and a homeless person, transformed an uncomfortable experience into a teachable moment. Children's questions about homelessness became the organizing frame for learning experience, as the instructor helped children make sense of the information on the Internet, analyze popular culture films and news media, and conduct interviews with community leaders and advocates for the homeless. The inquiry process resulted in a collaboratively produced multimedia project, created by children. The case study has implications for pre- and in-service teacher education for digital and media literacy. This paper suggests that improvization and strategic risk-taking must be conceptualized as a set of socio-emotional and experiential competencies that teachers need when using digital media in an urban community as a tool for learning. 相似文献
8.
This chapter surveys a number of developments in media and mass communication research and presents results that are important for educational research on teaching and learning. In many European countries, disparate research areas have investigated questions which focus on learning from both mass media and ‘instructional’ media use in schools and in the community. Our emphasis in this chapter will be on current examples drawn primarily from the German context but which we feel are typical of general European perspectives on media research which is oriented toward the new ‘cognitive’ psychology of learning. After an overview that describes many directions and theories, a specific example of studies from our own laboratory will be presented. 相似文献
9.
本文旨在研究新媒体环境下中国大学生数字身份对其外语学习的影响机制并提出相应的教育建议。采用 问卷方式对398名大学生进行了调查。结果显示：1）中国大学生的数字身份包括“友谊信息驱动”、“新媒体素养”、 “网络公共文化”、“兴趣驱动”四个因子;2）“友谊信息驱动”是影响大学生数字身份最重要的因子;3）“新媒体素养” 对“新媒体外语学习”产生直接显著的影响;4）大学生利用新媒体进行外语学习的深度和广度仍然有待拓展。 相似文献
10.
Steve Kennewell 《Technology, Pedagogy and Education》2013,22(1):1-3
This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’. 相似文献
11.
12.
Almost two million children in more than 40 countries around the world have received a One Laptop per Child (OLPC) XO netbook computer. These netbooks represent the commitment of politicians, community leaders, and educators to implement disruptive, large‐scale education reform initiatives that will advance their countries into the 21st century and prepare their children for interconnected, global, creative, and knowledge economies. Expectations for the success of these initiatives are high, and local stakeholders as well as numerous international organizations look to these experiments with cautious optimism. These programs hold the promise to expand the learning and creative potentials of broad populations. As such, arguably, one of the greatest challenges facing these initiatives is designing and implementing mechanisms that help make the outcomes visible, understandable, and actionable by all audiences. In this article, we discuss initiatives being developed by OLPC at different levels of scale: at the meta level to understand impact across nations and learn about the emerging developments in the different programs; at the mezzo level to allow stakeholders to understand the development of the program in their countries and their schools; and at the micro level to help teachers and students understand emerging learning by children over a given period of time. We present some examples of student work to illustrate how some children are making creative contributions to OLPC. Inspired in the collaboration and work by Project Zero and Reggio Children, this article was given the name “Making Learning Visible.” Beyond the title, the work presented in this article recognizes the child both as an individual and a group learner; recognizes the acts as well as the products of learning; and above all, values the children's reflections and approaches to make their learning visible. 相似文献
13.
Michael Dezuanni 《课程研究杂志》2013,45(3):416-439
This article outlines the knowledge and skills students develop when they engage in digital media production and analysis in school settings. The metaphor of ‘digital building blocks’ is used to describe the material practices, conceptual understandings and production of knowledge that lead to the development of digital media literacy. The article argues that the two established approaches to media literacy education, critical reading and media production, do not adequately explain how students develop media knowledge. It suggests there has been too little focus on material practices and how these relate to the development of conceptual understanding in media learning. The article explores empirical evidence from a four-year investigation in a primary school in Queensland, Australia using actor–network theory to explore ‘moments of translation’ as students deploy technologies and concepts to materially participate in digital culture. A generative model of media learning is presented with four categories of building blocks that isolate the specific skills and knowledge that can be taught and learnt to promote participation in digital media contexts: digital materials, conceptual understandings, media production and media analysis. The final section of the article makes initial comments on how the model might become the basis for curriculum development in schools and argues that further empirical research needs to occur to confirm the model’s utility. 相似文献
14.
Collaborative learning environments found with gaming communities can provide excellent structures to study the way that learners act within informal learning environments. For example, many of these gaming communities encourage gamers to create videogames and virtual world walkthroughs and commentaries. Walkthroughs and commentaries provide gamers information that helps them in game play. We refer to this process of walkthrough creation as digital maker culture. This study explored the phenomena of digital maker culture through a multiple case study design by examining five Minecraft walkthrough creators who created walkthrough repositories on YouTube. Findings suggest multiple levels of experience are needed when players are involved in digital maker communities. These multiple levels of experience are (a) to engage in creating designs for immediate prototypes, (b) to belong to cultural environments that foster collaboration and sharing, and (c) use common design standards. This has implications that could inform innovative instructional practices with digital tools in school environments, in order to foster a more collaborative, participatory classroom experience. 相似文献
15.
Tomas Kroksmark 《Education and Information Technologies》2016,21(1):35-52
The aim of the study is to generate knowledge of how teachers change their teaching and how pupils change their learning as a consequence of working in One-to-One environments in schools. The result shows that teachers and students are changing their relation to teaching and learning when school is digitized. The most important dimension of this change is that content related knowledge of the digitized learning in a one-to-one school, is a prerequisite for improved quality and better results in schools where digital artefacts are used. The results also show in what ways teachers must understand that knowledge is stretched between analogue and digital teaching and learning in the classroom. 相似文献
16.
Richard Metcalfe 《School Leadership & Management》2013,33(2):205-211
In these e-mail exchanges I describe the unique context of reform in the US, particularly the context of the small school district outside the New York metropolitan area that I lead. I describe how the pressures for reform coming from parents and the community lead to competition among schools, and result in micropolitics which spill out into the community. I discuss the challenges facing 'successful' schools where more autonomy is possible and where the team of educators is then empowered to lead the future initiatives. I conclude by describing examples from my own school district of how change can occur when the conditions required to develop a strong learning-centred organization are created and sustained. 相似文献
17.
Binbin Zheng Kathleen Arada Melissa Niiya Mark Warschauer 《Pedagogies: An International Journal》2014,9(4):279-299
In planning educational technology initiatives, the concerns of many stakeholders are typically taken into account, including the concerns of administrators, teachers, parents, and employers. The perspective of students are recognized as valuable, but not often queried or considered. This paper explores the opinions of K-12 students about a one-to-one laptop programme implementation through content analysis of 362 blog postings made by these students expressing their thoughts on the topic at three time points in two years. Employing a bottom-up coding strategy, this paper identified seven themes that represented students’ opinion of technology use in schools: more efficient and productive learning, tools for better writing, access to information, engagement with new media, remaining relevant in a technological world, share and learn from peers, and individualized and differentiated instruction. This study suggested that, when new technology tools are used in schools, students should not only be viewed as learners but also be considered as real writers with valuable opinions. Students also should be provided the opportunity to write for an authentic purpose and audience using diverse forms of digital media. 相似文献
18.
Kay Kimber 《Learning, Media and Technology》2006,31(1):19-34
While the last decade has been marked by widespread advocacy for integrating information and communication technologies (ICTs) across school curriculum, teachers' understandings of the nature of electronic literacies in the learning process have received far less attention. This has been the case despite the accelerated growth, miniaturisation and convergence of new media, all of which have accentuated the need for educators to understand how student learning in digital environments might be engaged and enhanced. In this paper, our focus is on how working with electronic literacies can open up new ways of learning in schools. We identify some key challenges and opportunities for designing classroom tasks to promote the development of effective digital learning through the construct of ‘students‐as‐designers’. Further, we explore possible implications of this construct for the agency of teacher and student as both strive to use and create knowledge in digital contexts. 相似文献
19.
C. K. Cheung 《Educational studies》2005,31(4):361-374
In this age of new media, children are exposed to media messages at an early age. What can we do when the mass media exert such a great influence on children? One proposal has been for the introduction of a new school subject: media education. Though media education has not been part of the official curriculum in Hong Kong, some schools, both primary and secondary, have tried it out. This paper argues for the desirability of introducing media education in primary schools in Hong Kong, with regard to social change, recent education reform and learning initiatives of primary pupils. It then draws on the findings of a study conducted in a local primary school to examine the views of pupils, parents, and teachers on the effects on pupils of the implementation of media education lessons and campus radio projects in this age of new media. 相似文献
20.
Jenifer Corn Jennifer T. Tagsold Rodolfo Argueta 《Journal of Research in Special Educational Needs》2012,12(4):217-223
To better understand the growing trend of 1:1 learning, researchers conducted an evaluation of a laptop initiative in 18 North Carolina high schools. The goal of the study was to provide information about the value of the initiative to enhance student learning, as well as to identify challenges to the successful implementation of 1:1 programs, strategies for meeting those challenges, and services and supports needed to enable successful programs throughout the state. This paper focuses on ways in which the initiative enhanced the learning experiences of students with disabilities in areas such as communication, reading ability, assessment, organisation and confidence. Data sources include teacher, student and administrator focus groups, which enable scholars to gain an array of insight regarding technology initiatives and students with special needs. Implications for educators and administrators are discussed. 相似文献