Time past: impacts of ICT on the pedagogic discourse in the Interactive project

Ingram, Neil

doi:10.1080/1475939x.2014.972440

Cited by 10 publications

(7 citation statements)

References 31 publications

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“…Ecologically teachers’ work was “canalised” in directions which left very little space for collaborative knowledge creation, supported by ICT, either within or outside the classroom. This was a finding that resonated closely with Ingram ().…”

Section: Why Is An Ecological Approach Worth Adopting?supporting

confidence: 72%

What is an ecological approach and how can it assist in understanding ICT take‐up?

Hammond¹

2019

Brit J Educational Tech

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This paper argues that ecological frameworks offer a powerful way of explaining the take-up of information and communication technology (ICT) in schools. Past research has focused on teachers and their willingness and readiness to use ICT but this has not satisfactorily explained the use (or non-use) of ICT. Gaps in this research can be addressed by an ecological approach which shifts attention from the teacher to the context in which ICT is expected to be used. Such an approach, following Bronfenbrenner and others, looks at the relationship of individuals to the system in which they act, a relationship which is seen as interdependent. An ecological perspective explains how take-up of ICT is influenced by the degree to which different levels of a system, eg, micro, meso, exo and macro levels, are aligned. It is recommended that researchers and policy makers should pay greater attention to context when advocating the use of ICT.

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Section: Why Is An Ecological Approach Worth Adopting?supporting

confidence: 72%

What is an ecological approach and how can it assist in understanding ICT take‐up?

Hammond¹

2019

Brit J Educational Tech

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“…While middle-class children are more likely to have acquired the ability to 'read' this code from their home lives, children from a working-class background or others who cannot easily read the school code are disadvantaged by an invisible pedagogy (Bernstein, 2003;Morais, 2002;Morais andNeves, 2001, 2011). As digital technology has the potential to weaken classification and framing and lead towards a more invisible pedagogy (Ingram, 2014), that complicates the learning for disadvantaged children (Bernstein, 2003;Morais and Neves, 2011); these concepts provide useful tools for this study. They are used here to examine the organisation of the instructional approach with regard to aspects of relations and boundaries, and to problematize and expand Merchant's analytical model.…”

Section: Theoretical Frame and Analytical Instrumentsmentioning

confidence: 99%

“…There are examples of studies demonstrating substitutive approaches to digital composing, fitting print-based practices into a new discourse, such as using wikis, promoting participatory and collaborative practices, for individual text production (Sofkova Hashemi, 2013). Ingram (2014) shows in particular that technology-mediated education has the potential to promote learner-centred instruction, moving towards a more implicit teaching approach where the teacher’s role becomes more that of a facilitator than a transmitter. Such a movement from teacher-controlled towards learner-centred tasks makes it easy to hand over more responsibility to the students than they can handle and to expose them to situations where they lack appropriate tools for solving completing the task (Jedeskog and Nissen, 2004).…”

Section: Literacy Instruction and Digital Technologymentioning

confidence: 99%

“…Boundaries between subjects and boundaries between different areas of content within the subject were in general maintained in the explicit teacher-modelling in order to focus the learners’ attention on specific teaching points and to highlight relevant areas of knowledge or rules. This dominance of visible pedagogy did not marginalise the development of digital competencies which occupied a prominent position at South School despite the inherent potential of digital technology to favour invisible pedagogy (Ingram, 2014); however, it was separated from literacy development. The maintenance of boundaries in terms of separating literacy and technology is consistent with pedagogical traditions and curricula goals, where digital competencies are considered as complementary to print traditions (see Research overview).…”

Section: When Digital Technology Becomes Establishedmentioning

confidence: 99%

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Making room for the transformation of literacy instruction in the digital classroom

Hashemi

Cederlund

2016

Journal of Early Childhood Literacy

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Education is in the process of transforming traditional print-based instruction into digital formats. This multi-case study sheds light on the challenge of coping with the old and new in literacy teaching in the context of technology-mediated instruction in the early years of schooling (7-8 years old children). By investigating the relation between literacy and digital technology in diverse pedagogical contexts we capture the complexity in the educational transformation that needs to be acknowledged. Each of the cases demonstrates a distinct knowledge focus and goal for early literacy instruction, organisation and access around technology and what is made visible in instruction. All these factors had consequences for the teaching that occurred. Depending on epistemological beliefs, digital competencies were taught separately from literacy and considered as a goal on its own or integrated with literacy considered as a means and a goal for literacy teaching and learning. Implicit pedagogy with weaker classification and framing enabled conditions for infused approaches making use of digital technology in multimodal, functional and learner centred literacy practices. Furthermore, initial guidance and the weaving of invisible and visible pedagogy highlight a possible way to both exploit the potential of digital technology and support children from various backgrounds. The balance of teacher and student control was further affected in regard to the organisation of technology and choices of pedagogical methods. This research hereby expands the current discussion on the relation between technology and literacy with an understanding that the epistemological focus and context of practices are necessary tools to problematize, rather than measure or value, emerging practices in early literacy instruction. We conclude that in addition to the necessary heavy investments in digital technology in schools there is a need to provide

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“…The changing role from the authority to facilitators of students‐centered learning resulted from both the learning and the teaching practice supported by ICT. The use of online instructional videos in the teaching freed teachers from lectures, and enabled them to work with individual students in collaborative activities rather than the whole class (Ingram, ; Kerr, ; Sanholtz, Ringstaff, & Dwyer, ). The change in the teaching model provoked the teachers to re‐evaluate their traditional role as authority in the classroom and began to develop a more decentralized role as facilitator (Laurillard, ; Nussbaum et al , ).…”

Section: Discussionmentioning

confidence: 99%

Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures

Sun¹,

Gao²

2019

Brit J Educational Tech

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While numerous studies have explored the efficiency of instructional design supported by ICT (eg, Blanc, 2018) and the effectiveness of ICT-integrated learning environments (eg, Sun, Lin, Wu, Zhou, & Luo, 2018), most of them are focused on designed instructional activities, procedures or learning environments. How ICT supports instructional reforms in natural settings, especially on an institutional level, still needs further exploration. AbstractWhile the development of digital technologies provides generous resources for educational practices, how the use of information and communication technology (ICT) supports instructional reforms in schools still needs further exploration. The purpose of the study is to understand the roles of school leaders and teachers play in an instructional reform supported by ICT as well as how these roles interact with each other. The study selected a Chinese middle-high school that successfully had a school-wide instructional reform supported by ICT as an exemplary case and collected data through document analysis, interviews and observations. The results indicated that the school leadership was critical in the instructional reform. While the executive vice principal was in an essential position as an initiator and strategic planner, the leadership was distributed and stretched over in the school. The school built supporting pedagogical and organizational systems for continuous and collaborative learning and helped the teachers develop four new roles: learners, facilitators to student-centered learning, collaborators and researchers.

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Time past: impacts of ICT on the pedagogic discourse in the Interactive project

Abstract: General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms Eliot (1936) TS

Cited by 10 publications

References 31 publications

What is an ecological approach and how can it assist in understanding ICT take‐up?

What is an ecological approach and how can it assist in understanding ICT take‐up?

Making room for the transformation of literacy instruction in the digital classroom

Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures

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