Acknowledging the complexity and diversity of historical and cultural ICT professional learning practices in schools

Phelps, Renata; Graham, Anne; Watts, Tony

doi:10.1080/1359866x.2010.541601

Cited by 27 publications

(20 citation statements)

References 14 publications

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“…Por tanto, no es sólo fundamental intervenir en el qué o cómo se aprende usando TIC, sino también qué se hace con ellas en el aula, qué hace al profesor tomar decisiones respecto de sus propuestas didácticas con uso de TIC, entendido esto como un fenómeno complejo (Phelps, Graham y Watts, 2011).…”

Section: Conclusiones: La Necesidad De Instalar La Innovación Con Ticunclassified

Re-pensando el uso de las TIC en educación: reflexiones didácticas del uso de la Web 2.0 en el aula escolar

Herrera¹,

Ulloa²,

Contreras³

et al. 2014

Arbor

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RESUMEN: Desde 1996 el Estado chileno ha desarrollado una política de incorporación progresiva de tecnologías al aula. Al mismo tiempo los jóvenes usan cada vez de forma más intensiva las TIC y en particular los servicios de la Web 2.0. Sin embargo, hay evidencia que el uso de las tecnologías desde una perspectiva didáctica y creativa no es habitual. La propuesta didáctico-pedagógica de Kelluwen busca articular el trabajo de aula con herramientas de la Web 2.0 a través del uso de Diseños Didácticos Colaborativos para desarrollar competencias sociocomunicativas y contenidos disciplinares en los estudiantes. Este artículo sistematiza, expone y discute los resultados preliminares de una intervención educativa que ha consolidado una comunidad de estudiantes, profesores e investigadores centrada en construir, usar y compartir diseños didácticos colaborativos que utilizan la Web Social como espacio de mediación en el proceso de enseñanza y aprendizaje escolar.PALABRAS CLAVE: Contextos escolares; experiencias didácticas; aprendizaje mediado por TIC; aprendizaje colaborativo; competencias comunicativas.ABSTRACT: Since 1996, the Chilean government has progressively incorporated technology into almost every classroom. This adds to the finding that young people are increasingly using ICT and services including Web 2.0 more intensively. However, there is evidence that the use of ICT from a creative and educational perspective is uncommon. The "Kelluwen" didactic-pedagogic proposal seeks to articulate classroom-work to innovate using Web 2.0 tools, through the use of Collaborative Education Design in order to develop socio-communicative skills in students from 7th to 10th grade (Basic and Middle School). The paper summarises the results of three years' work setting up and consolidating a community of students, teachers and researchers focused on building, using and sharing didactic experiences. KEYWORDS:

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Section: Conclusiones: La Necesidad De Instalar La Innovación Con Ticunclassified

Re-pensando el uso de las TIC en educación: reflexiones didácticas del uso de la Web 2.0 en el aula escolar

Herrera¹,

Ulloa²,

Contreras³

et al. 2014

Arbor

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“…The information is also used to suggest research-based changes in the schools and joint teacher activities related to ICT in teaching and learning. The aim of this bottom-up approach is to make a difference in the schools without being yet another TPD activity with little transferability into teachers' classrooms (Phelps et al 2011). The next section presents the results of the questionnaire in terms of basic descriptions and identified themes.…”

Section: Methodsmentioning

confidence: 99%

“…Phelps et al (2011) report that TPD in the use of ICT for teaching and learning is becoming more popular and important, although at the same time is in constant need of renewal. In addition, transferring any new skills and ideas that teachers develop through TPD into their classrooms is difficult.…”

Section: Reason 3: the Question Of Teachers' Professional Developmentmentioning

confidence: 99%

“…That teachers' involvement can help the research to create an uptake and use of ICT that is sustainable, both during the research and after its completion (cf. Phelps et al 2011). Given the large body of literature on the major challenges and difficulties of using ICT for teaching and learning, it seems reasonable to expect that researchers design and execute their studies with ambitious goals and their targeted audience in mind.…”

Section: Closing Remarksmentioning

confidence: 99%

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What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

2017

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This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and openended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of 'technological pedagogical content knowledge' only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers' expressed research interests and the design and implementation of a formative intervention group interview.

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“…Of course general theory, or at least engagement with conceptual categories familiar to researchers in other fields, does find a way into research on ICT take-up and examples include complexity theory (e.g. Morrison, 2005;Phelps, Graham & Watts, 2011), community of practice (e.g. Hung, Chee, Hedberg & Thiam Seng (2005), and activity theory (e.g.…”

Section: Challenges In Theorisingmentioning

confidence: 99%

Theorising the take-up of ICT: can Valsiner’s three zones framework make a contribution?

Hammond

Alotaibi²

2016

Technology, Pedagogy and Education

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(2016) Theorising the take-up of ICT : can Valsiner's three zones framework make a contribution? Technology, Pedagogy and Education. Permanent WRAP URL:http://wrap.warwick.ac.uk/71517 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-for profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP URL' above for details on accessing the published version and note that access may require a subscription. THEORISING THE TAKE-UP OF ICT: CAN VALSINER'S THREE ZONES FRAMEWORK MAKE A CONTRIBUTION?This paper explores the contribution of theory to understanding the take-up of ICT and, in particular, it describes how Valsiner's three zones framework came to be used in a study of lecturers in Saudi higher education institutions. The paper describes the value of theory and, in the process, illustrates some of the approaches taken in the literature on teachers' use of ICT. The challenges faced in theorising are also covered. The paper thengives the background to a study of ICT use among university lecturers before moving to a discussion of methodology and presentation of key findings. Next, attention shifts to explaining key aspects of Valsiner's zones framework and showing how this framework was applied to explain the modest but differentiated use of ICT across eight institutions.Finally, the paper discusses the strengths and limitations of the zones framework and highlights some of the wider challenges which theorisation poses. WHY THEORISE?Theorising can cover a range of activity in social research but a common feature of most theory is an attempt to offer an explanation as to how and why social processes happen for example, may serve as an explanation as to why some teachers take up ICT but confidence comes from somewhere, and if, say, it is a consequence of a particular kind of enculturation, how was that culture constructed in the first place? Theories do not, and cannot, provide definitive answers, rather they provoke argument. They provide a way of seeing the world and are valuable for the lens they offer on social activity (e.g. teacher educators in the Netherlands). In these and other studies there is widespread agreement that teachers with r...

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Acknowledging the complexity and diversity of historical and cultural ICT professional learning practices in schools

Cited by 27 publications

References 14 publications

Re-pensando el uso de las TIC en educación: reflexiones didácticas del uso de la Web 2.0 en el aula escolar

Re-pensando el uso de las TIC en educación: reflexiones didácticas del uso de la Web 2.0 en el aula escolar

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

Theorising the take-up of ICT: can Valsiner’s three zones framework make a contribution?

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