Technological Communities of Learning: A Model for the Use of New Information Technologies by Indigenous Students

Yelland, Nicola; Gilbert, Keith; White, Nereda; Smith, Jacki

doi:10.1017/s1326011100002581

Cited by 5 publications

(5 citation statements)

References 2 publications

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“…Further, in order for children to communicate their ideas—they need to have purpose and audience. Teachers can incorporate a range of pedagogies (teaching strategies) so students are able acquire the foundational skills and apply them appropriately and creatively in contexts that are authentic and relevant to their lifeworlds (eg Yelland & Gilbert ).…”

Section: Multimodal Literacies and Learningmentioning

confidence: 99%

“…Most recently, the iPad has become the most popular form of portable device for use in education, and thus a consideration of what they might do for learning has become a source of interest for researchers (eg Burnett, ; Flewitt, Messer, & Kucirkova, ; Lynch & Redpath, ). Studies that have incorporated empirical observation data (eg D'Agostino, Rodgers, Harmey, & Brownfield, ; Lynch & Redpath, ; Rowe & Miller, ; Yelland & Gilbert, ) of young children learning with iPads, have shown what is possible for new learning. When research has had literacy as a focus (eg Flewitt et al ., ) it has often revealed that teachers are eager use tablet technologies (iPads) as part of their early literacy programs.…”

Section: New Learning and Tablets In The Early Yearsmentioning

confidence: 99%

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A pedagogy of multiliteracies: Young children and multimodal learning with tablets

Yelland¹

2018

Brit J Educational Tech

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The data reported in this paper are part of a larger case study with children from 2 to 12 years of age, that took place over 4 years. The data reported here pertains to children in the age range 4–8 years of age in Australia. The children were from low socio‐economic schools in one Australian state. The study was concerned with providing empirical evidence about learning ecologies in which teachers designed multimodal experiences to support young children to become literate in the 21st century. Using a participant observation methodology, both the pedagogical strategies and learning experiences of young children were documented in the form of narratives of early childhood practices. The aim was to consider the potential for new learning [Kalantzis, M., & Cope, W. W. (2012). New learning: elements of a science of education (2nd ed.). Melbourne: Cambridge University Press] with new technologies, and to support teachers to use tablets to transform their pedagogies and practices in the early years. The approach taken was to use the theoretical constructs of new learning and a pedagogy of multiliteracies [New London Group (1996). A pedagogy of multiliteracies. Harvard Educational Review, 60, 66–92] as the focus for designing the new learning ecologies. In this way, we moved away from an emphasis on digital childhoods to create contexts for multimodal learning in the 21st‐century childhoods. In doing this, the documented learning stories have multimodality as a uniting element, and digital technologies are viewed as being complimentary to other resources, rather than alternatives, or in competition with, traditional modalities. The paper illustrates the ways in which these multimodal learning ecologies can work to support emergent literacy which is viewed as a foundational skill needed by all children in order to thrive in their learning.

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Section: Multimodal Literacies and Learningmentioning

confidence: 99%

Section: New Learning and Tablets In The Early Yearsmentioning

confidence: 99%

A pedagogy of multiliteracies: Young children and multimodal learning with tablets

Yelland¹

2018

Brit J Educational Tech

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“…There have been several projects conducted to improve the utility of ICTs in Indigenous education. For instance, the project guided by Yelland, Gilbert, White, and Smith (1997) focused on increasing the skills of Aboriginal and Torres Strait Islander students in their use of technology. The New South Wales Outback Satellite Education program aimed to provide Indigenous middle school students with the opportunity to develop critical literacy skills in technological environments and to become familiar and comfortable with a university setting (Luke, 2000;Luke & Freebody, 1997).…”

Section: Developing Literacy and Education For Underserved Indigenousmentioning

confidence: 99%

Research on Indigenous People and the Role of Information and Communications Technology in Development: A Review of the Literature

2017

Journal of the Australian Library and Information Association

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This paper presents an examination of research on Indigenous people and information and communications technology by surveying the landscape of existing studies. A literature review of the relevant 166 publications worldwide from 1995 to 2013 inclusive was performed, and bibliometrics were applied to identify the trends of research in terms of amount of yearly articles, names of authors and their affiliations, financial support status and research methods. Content analysis was used to identify major research topics. Findings show that the amount of relevant publications fluctuated almost every year, with the highest number of publications in 2007. International Information & Library Review was the most prolific journal publishing a wide range of articles in the area, and Laurel Evelyn Dyson from Australia was the most productive author. Only 9% of the publications reported explicitly that they were financially supported. Multiple empirical methods were used for the investigation, including case studies and surveys. Indigenous cultural and knowledge preservation, Indigenous literacy and education development, Indigenous people's interactions with technologies, and the digital divide issues were identified as four main research topics. On the basis of the review, future research directions from an information research perspective are discussed.

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“…As part of the Commonwealth Government's access and equity policy in Australia, there has been increased funding to support greater Indigenous use of communications technologies and an emphasis on the development of information literacy skills. Much extant research within Australia has signalled that the needs of Indigenous Australian are unique, and that mainstream cultural material designed for Anglo Australians are not pedagogically appropriate (Harris, 1990;Henderson, 1993;Henderson & Putt, 1993;Yelland et al, 1997). For these reasons, initiatives for implementation of online delivery at tertiary level need to take into consideration the literature on cognitive styles and approaches to learning so that Web-based environments can be designed to meet the needs of Indigenous communities and marginalised learners.…”

Section: Context Of the Present Studymentioning

confidence: 99%

“…The most important aspect concerns the need for community ownership and control of the learning resources (McCarthy et al, 1991;Yelland et al, 1997). Many successful education and training programs have taken place in Indigenous communities in Australia by providing both cultural contextualisation and relevance while ensuring local participation (Henderson & Putt, 1993).…”

Section: Ownership Of Learningmentioning

confidence: 99%

Cultural Maintenance, Ownership, and Multiple Perspectives: features of Web-based delivery to promote equity

McLoughlin¹

2000

Journal of Educational Media

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Designing educational resources for disadvantaged groups living in rural and remote communities presents a number of challenges. In this paper, the design processes involved in the development of an online unit for Indigenous Australian learners preparing to enter university are outlined. Several design issues that impact on the creation of learning tasks and styles of communication to promote equity and access are described including ownership of learning, cultural inclusivity and community based learning. The paper argues for cultural maintenance, which means incorporating the values, styles of learning and cognitive preferences of the client group in decision making. It also means going beyond surface-level design considerations to achieving ownership of learning and the creation of multiple perspectives that anchor learners both to their local community and to other global networks. Examples of tasks, activities and forms of community-based learning are provided in the context of a multiple-cultural model of learning that recognises inclusivity and different orientations to learning. It is recommended that when creating WWW-based course sites to achieve equity and access, systematic attention must be given to particular design issues that recognise diversity, utilise an appropriate instructional design approach and involve community input in the design process.

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Technological Communities of Learning: A Model for the Use of New Information Technologies by Indigenous Students

Cited by 5 publications

References 2 publications

A pedagogy of multiliteracies: Young children and multimodal learning with tablets

A pedagogy of multiliteracies: Young children and multimodal learning with tablets

Research on Indigenous People and the Role of Information and Communications Technology in Development: A Review of the Literature

Cultural Maintenance, Ownership, and Multiple Perspectives: features of Web-based delivery to promote equity

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