By Bridget Somekh
Bridget Somekh attracts on her adventure of studying the advent of ICT into schooling to appear again over ICT improvement over the past twenty years via her formerly unpublished work.
content material: Insights from socio-cultural conception : a framework for examine and research --
within innovation : studying from learn into pedagogy and studying with ICT --
enticing with innovation : studying from intervention --
The human interface : hidden matters in computer-mediated communique affecting use in colleges --
assisting details and verbal exchange know-how options in better schooling --
New know-how and studying : coverage and perform within the united kingdom, 1980-2010 --
Taking the sociological mind's eye to college : an research of the (lack of) influence of ICT on schooling structures --
The function of overview in making sure excellence in communications and knowledge expertise tasks --
Methodological matters in picking and describing the way in which wisdom is built with and with no ICT --
Mapping studying strength : scholars' conceptions of ICT of their world.
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Additional info for Pedagogy and Learning with ICT: Researching the Art of Innovation
A key feature of Wenger’s framework is the notion that ‘identity in practice arises out of an interplay of participation and reification’ (op. , pp. 153–4), which I understand to mean that members of the community are engaged simultaneously in building, naming and clarifying its identity (reification) and developing and changing that identity through practice (participation). Wenger sees this process as one in which identities have a ‘trajectory’, because they are ‘not an object, but a constant becoming’.
Teachers noticed that changes in their pedagogy led to them adopting new roles, particularly in ‘scaffolding’ students’ learning through assisting individuals and groups and in producing ‘activity guides’ to provide structure for exploratory projects. , p. 467). Teachers and students reported that this approach had an impact on learning achievements and student motivation. Although the case studies did not provide evidence of measurable gains on traditional tests (a criterion of SITES M2 which did not fit well with local Chilean criteria) students provided many examples of becoming fascinated by learning things directly relevant to their local community and their own lives and gaining new understanding of the interdisciplinary nature of knowledge.
What were previously discrete media – film, radio, television, music production, can now be merged in the one-stop shop of the Internet. , pp. 51–3) calls this blurring of multimodal communication and representation ‘hybrid vigour’ and describes experimental hypermediacy – ‘Televised news programmes feature multiple video streams, split-screen displays, composites of graphics and text’ – which were novel in 2001 but are now commonplace. These changes in the nature of knowledge have a number of implications for the curriculum and pedagogy.