Generative use of computers: promoting critical outcomes of the South African curriculum

Plessis, André du; Webb, Paul

doi:10.1080/16823200809487192

Cited by 4 publications

(7 citation statements)

References 5 publications

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“…Cultivate specific creative processes by providing a wide range of technologies . Plessis and Webb (2008) and Jang (2009) designed a web-based environment that promotes students' abilities to discover, think, and discuss problems by posing key real-life problems, providing key resources, enhancing discussion forums, answering online questions and offering links to related and useful websites. Sanabria and Arámburo-Lizárraga (2017), as members of a STEAM project, implemented a cognitive-pedagogical approach using Augmented Reality (AR) which successfully nurtured the development of key creative processes.…”

Section: Discussionmentioning

confidence: 99%

“…Expand the creative learning space . Mobile technologies can exemplify this role since they provide a diverse and rich educational context beyond the classroom (Plessis and Webb, 2008; Smith et al, 2009; Wishart and Triggs, 2010; Lee et al, 2013; Kim et al, 2015). The provision of such new learning spaces can facilitate the students' improvement by developing new ideas, making connections between concepts and collaborating with other participants.…”

Section: Discussionmentioning

confidence: 99%

“…The idea is to expand the learning community and help students create new knowledge to solve science problems. Some studies promote students' interactions in museums (Plessis and Webb, 2008; Wishart and Triggs, 2010), in extracurricular courses with the participation of parents (Hong et al, 2013), in on-line communities of science experts or in a university setting (Smith et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

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Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review

Camaño

Turmo

2019

Front. Psychol.

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Enhancing creativity and developing technology skills in the classroom are the future of education and can turn out to be powerful tools to smooth out inequalities in class. This paper presents a systematic scoping review study of the literature focusing on cases of social creativity and digital technology embedded in science education. To this end, 23 empirical studies were selected from several databases—all in English and subjected to a blind peer-review process—to address the interconnectedness of key themes encapsulated in the following three research questions: (i) which digital technology roles support collaborative and creative processes in science education? (ii) which forms of technology and technological features support and organize the aforementioned creative processes? and (iii) what pedagogical principles guide the promotion of social creativity using technology in science education and involve all the students? Results show that technology can play different roles in promoting social creativity: (1) as a tutoring device that nurtures some key science creative processes; (2) as a tool that shapes students' creative thinking; and (3) as a medium that builds the supportive environment to perform collective creativity processes. In our project, these three roles were performed using a wide range of web 2.0 technologies (e.g., web-based environments, digital platforms, mobile technology) that both engaged all students in active and rich user experience for collective knowledge creation and equipped all learners with the necessary skills that would turn them into active, i.e., dynamic and resourceful, citizens in a swiftly changing world.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review

Camaño

Turmo

2019

Front. Psychol.

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“…Hence, we are of the opinion that the positive increases in the above stated outcomes probably could be attributed to the interactions between Vygotsky's (1978) unmediated and mediated functioning, i.e. the interactions between the higher order mediated elements (language, computer, Internet and other ICTs, as well as the journals) and the unmediated tools (rules, community and division of labour) at the base of the triangle (Du Plessis & Webb, 2008;Du Plessis, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…We therefore argue from an activity theory perspective that the unmediated functioning at the base of the triangle (See Figure 1) through the division of labour and the negotiation of rules -which were experienced as different from the traditional context, as well as the development of a learning community -assisted with the establishment and creation of a milieu contributive to learning (Du Plessis & Webb, 2008;Du Plessis, 2010). The data revealed that outcomes related to motivation and interest, collaboration, decision making, searching skills, ability to compose questions on different cognitive levels, planning ability, notion of audience, computer skills, confidence and reflective ability showed positive increases from the pre-and postLikert scale questionnaires.…”

Section: Discussionmentioning

confidence: 99%

Digital immigrant teacher perceptions of an extended Cyberhunt strategy

Plessis

Webb

2012

AJET

Self Cite

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This quantitative and qualitative interpretive exploratory case study investigates whether exposure to an Internet based Extended Cyberhunt strategy enables teachers to attain a set of outcomes similar to Prensky's 'Essential 21st Century Skills' and the 'Critical Outcomes of the South African National Curriculum Statement (NCS)'. The outcomes referred to include effective planning, designing, decision making and goal setting; improved computer and data searching skills; enhanced confidence, interest, reflective ability, collaboration, judgment and creative and critical thinking; as well as effective problem solving and the ability to communicate and interact with individuals and groups. The Extended Cyberhunt strategy, which focuses on enabling participants to become the designers of questions on curriculum related topics at different cognitive levels of Bloom's Taxonomy, was introduced to teachers who were first time users of the Internet, Microsoft Word and PowerPoint. The intention was to ascertain these teachers' perceptions of the utility of the strategy in terms of assisting them to implement the critical outcomes described above with school level learners. Data on their perceptions and experiences related to these outcomes were generated and triangulated by means of a pre and post-Likert scale questionnaire, an open ended questionnaire, qualitative semi-structured interviews, reflective journal writing, and implementer reflections. Positive gains were revealed in terms of all of the above outcomes after exposure to the Extended Cyberhunt strategy. These findings are considered in terms of differences between the approach used and traditional teachercentred teaching, and the strategy is examined using activity theory as a lens. While we are aware that many alternative approaches exist that may be just as successful in terms of attaining the desired outcomes, we believe that the Extended Cyberhunt strategy is both a fruitful extension of WebQuests and other existing Internet-based approaches, and a relatively easily implementable and viable way of attaining the desired outcomes.

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A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education

Roth

Lee²,

Hsu

2009

Studies in Science Education

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Generative use of computers: promoting critical outcomes of the South African curriculum

Cited by 4 publications

References 5 publications

Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review

Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review

Digital immigrant teacher perceptions of an extended Cyberhunt strategy

A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education

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