Interpreting the externalised images of pupils’ conceptions of ICT: methods for the analysis of concept maps

Mavers, Diane; Somekh, Bridget; Restorick, Jane

doi:10.1016/s0360-1315(01)00074-4

Cited by 33 publications

(23 citation statements)

References 4 publications

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“…(b) Assisted drawing of a project network diagram detailed the socio-technical resources (including PCs and mobiles) recruited for the participant's most recent school project [39]. Finally, (c) a videotaped facilitated task analysis on a PC or mobile using the "think aloud" method [40]. Participants received a R15 ($1.68) airtime honorarium.…”

Section: Methodsmentioning

confidence: 99%

Your Phone Has Internet - Why Are You at a Library PC? Re-imagining Public Access in the Mobile Internet Era

Donner

Walton

2013

Human-Computer Interaction – INTERACT 2013

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Abstract. This study focuses on teenage users of public internet access venues (PAVs) in low-income neighborhoods of Cape Town. It documents their cultivation of detailed ICT repertoires to make the most of available ICTs. It highlights the continuing importance of PAVs as supplements for poorly equipped schools and reveals the incompleteness of any supposed transition to mobileonly internet use. While the mobile internet is opening up opportunities for young people, its current form still conflicts with the easy (global) rhetoric of a closing digital divide and the end of the PAV. We recommend policy and design actions (effecting rules, training, messaging, functionality, and Wi-Fi) to reconfigure PAVs to be more useful "in the age of the mobile internet". Though some actions require support from policymakers, this is fruitful ground for designers and technologists. We identify steps that can be undertaken immediately, rather than waiting for future device convergence or lower tariffs.

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Section: Methodsmentioning

confidence: 99%

Your Phone Has Internet - Why Are You at a Library PC? Re-imagining Public Access in the Mobile Internet Era

Donner

Walton

2013

Human-Computer Interaction – INTERACT 2013

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“…The importance of these correlations was confi rmed by the fact that there was no pattern of signifi cant associations between high concept map scores and those aspects of ICT ownership and use that are not directly related to the Internet (for example, games console ownership, mobile phone ownership, games playing, word processing and desk-top publishing). Further information about the concept mapping methods used in ImpaCT2 including the quantitative analysis can be found in one of the ImpaCT2 fi nal reports (Somekh et al 2002a) and in Mavers et al (2002).…”

Section: Validating the Concept Mapping Methodsmentioning

confidence: 99%

Pedagogy and Learning with ICT

Somekh¹

2007

Self Cite

103

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ICT has been introduced into education over the last 25 years. What have been the main opportunities? What have been the expected and unexpected effects? Has it resulted in improvements in teaching and learning?Pedagogy and Learning with ICT explores the possibilities for change in education systems arising from young people's enthusiasm for ICT and their ability to rapidly acquire skills in its use through exploratory play. Its focus is not on technology but on ways of transforming the routine practices of schools to make learning more exciting and engaging. The 'art' of innovation involves teachers and teacher educators in the creative, collaborative process of imagining, experimenting with, and evaluating new pedagogies.The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. Divided into four parts, it covers the key issues relating to the innovation of ICT that have arisen over this period:Understanding Innovation -conceptualises human action as 'mediated' by social contexts and physical and mental tools, including ICT, which can have the effect of stimulating change Challenges of Change -explores the challenges of change as they are experienced by teachers in schools or universities Challenges of Policy and Practice -presents a critical analysis of the impact of policies for ICT in education Research Methods for ICT in Education -argues for new approaches to researching and evaluating educational programmes that involve the use of ICT.Pedagogy and Learning with ICT provides an invaluable overview of the fi eld for all researchers, graduate students, teacher educators, teacher researchers and trainee teachers interested in the possibility that ICT may enable radical changes to the process of learning and the relationships between young people and teachers.

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“…Previous research studies have focused on examining the role of contemporary technologies in classrooms with regard to various issues, e.g., how teachers design tasks and how pupils interact with the digital tools and the affordances of multimodal resources (Bebell & O'Dwyer, 2010;Edwards-Groves, 2011;Jewitt, 2006Jewitt, , 2008Jewitt, , 2011Kress, 2010;Mavers, Somekh, & Restorick, 2002;Selander & Åkerfeldt, 2008.). Research has provided examples of teacher-designed tasks and software programs that offer new opportunities for learning, such as improved learning by classroom interaction with digital tools, learning and understanding of the subject content through visual modes, and learning by the variation of different modes (Bearne, 2009;Birmingham, Davies, & Greiffenhagen, 2002;Dils, 1999;Jewitt, 2006;2008;Mavers, 2003;Tomlinson, 2013;Watters, Conley, & Alexander, 1998).…”

Section: Multimodal Communication In the School Contextmentioning

confidence: 99%

Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning

Öman

Hashemi

2015

JITE:Research

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Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills.This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils' redesigning of advertising films based on teacher's instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs.The findings show a distinction between the selection of design elements in the teacher's orchestration of the laptop resources during instruction and the pupils' redesigning of the task. Pupils' work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher's primary focus on introducing the software.

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Interpreting the externalised images of pupils’ conceptions of ICT: methods for the analysis of concept maps

Cited by 33 publications

References 4 publications

Your Phone Has Internet - Why Are You at a Library PC? Re-imagining Public Access in the Mobile Internet Era

Your Phone Has Internet - Why Are You at a Library PC? Re-imagining Public Access in the Mobile Internet Era

Pedagogy and Learning with ICT

Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning

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