Clark, Wilma and Logan, Kit and Luckin, Rosemary and Mee, Adrian and Oliver, Martin (2009) Beyond Web 2.0 : Mapping the technology landscapes of young learners. Journal of Computer Assisted Learning, 25 (1). pp. 56-69. ISSN 0266-4909. DOI 10.1111/j.1365-2729.2008.00305.xFull text not available from this repository.
Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term ‘digital dissonance’ to describe this tension with respect to learners' appropriation of Web 2.0 technologies in formal contexts. We present the results of a study that explores learners' in- and out-of-school use of Web 2.0 and related technologies. The study comprises two data sources: a questionnaire and a mapping activity. The contexts within which learners felt their technologies were appropriate or able to be used are also explored. Results of the study show that a sense of ‘digital dissonance’ occurs around learners' experience of Web 2.0 activity in and out of school. Many learners routinely cross institutionally demarcated boundaries, but the implications of this activity are not well understood by institutions or indeed by learners themselves. More needs to be understood about the transferability of Web 2.0 skill sets and ways in which these can be used to support formal learning.
|Additional Information:||The research reported in this paper combines data collected as part of the well cited Becta funded Exploring Web 2.0 technology for learning amongst secondary school project and the EPSRC funded SCARLET project. In particular, it presents data from five focus groups of learners that explores their use of technology across school and home. Increasing our understanding of the relationships between learners' use of technology in and out of school is a topic of increased political and policy making interest and this work has already been influential with this audience. This journal has an impact factor of 1.065.|
|Divisions:||IOE Departments > Departments > London Knowledge Lab
IOE Departments > Departments > Curriculum, Pedagogy and Assessment
|Depositing User:||IOE Repository Editor (1)|
|Date Deposited:||25 Feb 2010 09:11|
|Last Modified:||07 Aug 2015 11:21|