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1.
Lynda Graham 《Literacy》2012,46(3):133-139
In this paper, I describe ongoing research exploring ways in which young teachers’ digital lives unfold inside and outside classrooms. I first interviewed teachers in 2006, and identified three different routes into digital worlds: serious solitary self‐taught, serious solitary school‐taught and playful social. A number of teachers agreed to be interviewed again in 2010. I outline ways in which I compare and contrast interviews over time, using analytic markers developed in ‘Inventing Adulthoods’, a Qualitative Longitudinal Research project. I also describe ways in which I set my analysis in Adam's concepts of time: ‘biographical time, generational time and historical time’. Case studies are outlined of three teachers, one serious solitary and two playful social. All three were language coordinators in 2006, and already experienced, innovative teachers of literacy. I argue that in 2010, the serious solitary teacher is able to bring new competences to the classroom, but fitting existing ways of teaching. In contrast, the playful social teachers bring new ways of knowing about digital worlds into classrooms, but these new ways are realised only if competences are recognised, communities are supportive and traditional ways of knowing about teaching and the curriculum do not block new ways of thinking. 相似文献
2.
Lynda Graham 《Literacy》2009,43(2):107-114
In this article I explore one day in the life of a primary classroom in which teacher and children are playful social insiders in digital worlds. I argue that this snapshot offers glimmers of unimagined ways forward in teaching in digital worlds. The classroom culture is one of challenge, collective intelligence and reflection. The teacher's own history of participation is significant. She is a reflective teacher educator, children's literature is central to her teaching and her journey into digital worlds is playful social. 相似文献
3.
Barriers to teachers using digital texts in literacy classrooms 总被引：1，自引：0，他引：1
Eileen Honan 《Literacy》2008,42(1):36-43
In many accounts of school literacy teaching and learning, there are claims that young people's familiarity with digital texts (ICTs) could provide teachers with opportunities to plan exciting and innovative activities. It would seem, however, that despite intensive research and exemplary practices over the last 20 years, the infiltration of ICTs into literacy classrooms is not widespread. This paper reports on one study where teachers discussed, argued and thought about their uses of digital texts in their classrooms. It provides some insight into the reasons why literacy teachers do not engage with digital texts as part of their everyday literacy activities. It also shows teachers using institutional and societal discourses about the value of students' home experiences to their schooling, the production of digital texts for presentation of print‐based work and the importance of technical knowledge about computers and new technologies, to describe and in part to overcome the barriers to using new technologies in their literacy classrooms. 相似文献
4.
Eric Deeson 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):E20-E21
With the sub‐title “Young people, the internet, and civic participation”, The civic web recognises that youngsters are now well along the path to fully and seamlessly integrated offline and online lives. How can we ensure these young people become and remain fully engaged in their wider society and worlds now and throughout their lifetimes? It applies to teachers insofar as “digital media are part of the taken‐for‐granted social and cultural fabric of learning, play, and social communication”. There is some relevance to formal learning technology here, but the recommendation is that you borrow a copy for thought‐provoking “spare‐time” reading. Eric Deeson 相似文献
5.
Terrie Lynn Thompson 《Learning, Media and Technology》2016,41(3):480-500
Workers are faced with wider networks of knowledge generation amplified by the scale, diffusion, and critical mass of digital artefacts and web technologies globally. In this study of mobilities of work–learning practices, I draw on sociomaterial theorizing to explore how the work and everyday learning practices of self-employed workers or micro-small business entrepreneurs are changing through the infusion of web and mobile technologies. Drawing primarily on Ingold's notion of wayfinding, Law's collateral realities, and Knorr-Cetina's work on epistemic objects, I examine data from 23 contingent workers in Rwanda, Kenya, and Canada to explore emergent practices of curating learning ecologies (mixtures of technologies, artefacts, activities, and people). I conclude with implications for educators and workers of the growing sophistication of digital fluencies that matter: the play of innovation, expertise, and criticality in everyday work–learning practices and a more thoughtful reckoning with the implications of human–technology interactions on practices. 相似文献
6.
Jocey Quinn 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):716-730
This article explores a hitherto neglected issue: the significance of nature in the learning lives of marginalised young people. Drawing on both post-human and sociocultural perspectives, it develops a theoretical analysis of this important subject. It uses research with 114 young people in jobs without training in rural South-west England to analyse how marginalised young people engage with nature and what they learn from it. It concludes that the intra-activity of young people and nature creates the potential for new worlds and bodies, but ones that are still shaped by social inequalities. Nature is often highly significant in the lives of marginalised young people, potentially offering them the freedom, equilibrium and expertise that had been denied in the formal educational context and opening them up to learning. However, these new learning worlds are transient and social inequalities need to be addressed in order to make them sustainable. Policy makers have become interested in harnessing nature to citizenship drives for young people, for example in the UK National Citizen Service Plan. But the article concludes that regimented initiatives are not the right approach to build on the personal, secret and playful qualities of this learning. The article draws out the important implications of this study for research, policy and practice. 相似文献
7.
Pete Cannell 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):E9-E9
This book looks at the impact of digital technologies on the teaching and learning of mathematics. The focus is on learning at school and most of the twenty‐nine invited contributions are drawn from England and the US. Mathematics education with digital technology will be of interest to school teachers, teacher‐educators and educational technologists. If it is likely to be relevant to you, I recommend that you borrow a copy for a while. Pete Cannell 相似文献
8.
Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital and multimodal texts. While teachers in New Zealand schools have a high degree of autonomy in the design and planning of literacy programs, little is currently known about how they understand and enact multiliteracies pedagogy (MLP). Using data gathered via interviews and classroom observations in an intermediate school in New Zealand, this article adopts a narrative inquiry approach to explore one teacher's approaches to using digital technologies and texts within literacy instruction. We explore in particular the ways in which MLP may be enacted implicitly rather than explicitly, within the complex matrix of teachers' personal beliefs and learning experiences, the perceived learning needs of students, and the school curriculum. We conclude with a call for the conscious and purposeful teaching of MLP, focusing on synaesthesia and the semiotic functions of texts. 相似文献
9.
Niall Winters Rebecca Eynon Anne Geniets James Robson Ken Kahn 《Learning, Media and Technology》2020,45(1):17-30
ABSTRACTThis paper introduces the concept of digital structural violence and examines the negative role it could have in future learning systems. To address it, we propose a new interdisciplinary research agenda at the intersection of three current but disparate lines of work that:
Use the concept of epistemic privilege to theorise the inclusion of marginalised learners in the design of learning systems, and utilise participatory action research and emancipatory methodologies to pragmatically ensure this happens;
Support young learners and teachers to understand and build their own artificial intelligence algorithms;
Develop sustainable interdisciplinary links with computer science to address digital structural violence at the algorithmic level and to make its societal implications and underlying processes more widely understood, especially by teachers.
10.
The paper compares and contrasts two methods or styles of selecting and appointing teachers. In England and Wales, teachers are invariably appointed by interview to particular posts in particular schools; in France, teachers are appointed to life‐long Civil Service positions as a result of a competitive examination or concours. Each of these procedures reflects different assumptions about the education system in general and about the work of teachers in particular. These differences flow from the very different histories of the nation‐states concerned. Recent changes, especially in the French system, are described and discussed. The author points to the tension between pressure from the European Union to integrate and harmonise national qualifications, and the deeply rooted character of distinct national cultures of schooling, teaching and learning and assessment. 相似文献
11.
Louise Starkey 《Cambridge Journal of Education》2020,50(1):37-56
ABSTRACTDigital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed. 相似文献
12.
Tara Goldstein 《Teaching Education》2014,25(1):65-81
While the call for teacher education students to learn about their students’ family and community lives remains urgent and compelling, educating teachers about the Other is tricky business. In this article I discuss the use of two performed ethnographies, Harriet’s House and Ana’s Shadow, to provide opportunities for teachers to learn about Other people’s families in ways that work against presenting a singular, dominant narrative of the Other’s experiences and positioning Other students as experts. Although the outcomes from educating teachers about Other people’s families are unpredictable and do not always disrupt the prior, potentially harmful, knowledges teachers bring with them to teaching, I argue, along with Kevin Kumashiro, that ongoing labour to stop the repetition of harmful knowledges is important anti-oppressive educational work. 相似文献
13.
Celia Burgess-Macey 《Literacy》1999,33(3):120-125
In this article I explore contrasting approaches to literacy and learning in Key Stage One classrooms. In particular I question whether the approach to writing composition in the NLS Framework for Teaching is consistent with what we know about children’s story telling and writing in the early years. Children are powerful thinkers who constantly strive to make meaningful and playful engagements with their social and cultural worlds, of which texts are an important part. Through composing and writing stories in school the children in this study are often exploring aspects of their identities, having fun in entering into adult and fantasy worlds, and working with their friends to create texts which place them in powerful roles. 相似文献
14.
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
15.
Lisa H. Schwartz 《Literacy》2014,48(3):124-135
This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts. 相似文献
16.
Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats. Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools. Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning. Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews. Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability. Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning. 相似文献
17.
Susan Edwards 《Technology, Pedagogy and Education》2016,25(4):513-532
Technology, digital media and popular culture form an important aspect of young children’s life-worlds in contemporary post-industrial societies. A problem for early childhood educators is how to most effectively integrate these aspects of children’s life-worlds into the provision of play-based learning. Traditionally, research has considered barriers to teacher uptake of technologies in the early years, or teacher beliefs and attitudes about using technologies with young children. An alternative perspective focuses on children’s play as the foundation for early childhood curriculum provision and argues that what is needed instead are ‘new’ concepts of play more appropriate for explaining children’s contemporary play experiences in post-industrial societies. This article examines the influence of a new concept of play called ‘web-mapping’ on teachers’ curriculum practices in early childhood education, and finds that, according to Vygotsky’s ideas about explicit and implicit mediation, new concepts of play are likely to provide a fruitful avenue for addressing the ‘problem’ of technology, digital media and popular-culture integration in early childhood education. 相似文献
18.
Cathy Burnett 《Literacy》2009,43(2):75-82
In contributing to debates about how student‐teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student‐teacher told of her digital practices during a larger study of the role of digital literacy in student‐teachers' lives. The paper investigates the ‘recognition work’ this student‐teacher did as she aligned herself with different discourses and notes how themes of ‘control’ and ‘professionalism’ seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student‐teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre‐service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them. 相似文献
19.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(4):388-407
ABSTRACTBackground: The importance of digital technologies for enhancing learning in formal education settings has been widely acknowledged. In the light of this expectation, it is important to investigate the effects of these technologies on students’ learning and development.Purpose: This study explores longitudinal empirical research on digital learning in the context of primary and secondary education. By focusing on a small selection of the peer-reviewed literature, the aim is to examine the kinds of longitudinal study published on this topic during the period 2012–2017 and, thorough categorisation, to bring together insights about the reported influences of digital technology use on students’ learning.Design and methods: The databases searched for the purposes of this review were Scopus and Web of Science. Of 1,989 articles, 13 were finally included in the review. Using qualitative content analysis, these were analysed, coded and categorised.Results: The reviewed studies were found to have approached digital learning in different ways: they varied, for example, in terms of research methods and design and the digital technologies used. The studies addressed different aspects of learning, which we assigned to six categories: affection, attitude, and motivation; subject-specific knowledge and skills; transversal skills; learning experience; elements of the learning environment; and identity. We identified both positive and negative influences of technology on learning.Conclusions: This review offers a snapshot of the variety of research in this fast-moving area. The studies we explored were found to approach digital learning from several different perspectives, and no straightforward conclusions can be drawn about the influences of digital technology use on students’ learning. We conclude that further longitudinal studies of digital learning are needed, and this study assists by highlighting gaps in the existing literature. 相似文献
20.
This article draws on data from a three‐year Australian Research Council‐funded study that examined the ways in which young children become numerate in the twenty‐first century. We were interested in the authentic problem‐solving contexts that we believe are required to create meaningful learning. This being so, our basic tenet was that such experiences should involve the use of information and communications technologies (ICT) where relevant, but not in tokenistic ways. This article highlights learning conditions in which young children can become numerate in contemporary times. We consider ‘academic’ or ‘school‐based’ mathematical tasks in the context of a Mathematical Tasks Continuum. This continuum was conceptualised to enable focused and detailed thinking about the scope and range of mathematical tasks that young children are able to engage within contemporary school contexts. The data from this study show that most of the tasks the children experienced in early years mathematics classes were unidimensional in their make up. That is, they focus on the acquisition of specific skills and then they are practiced in disembedded contexts. We suggest that the framework created in the form of the Mathematical Tasks Continuum can facilitate teachers’ thinking about the possible ways in which they could extend children’s academic work in primary school mathematics, so that the process of becoming numerate becomes more easily related to authentic activities that they are likely to experience in everyday life. 相似文献