Cheating Literacy: The Limitations of Simulated Classroom Discourse in Educational Software for Children
Cheating Literacy: The Limitations of Simulated Classroom Discourse in Educational Software for Children
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作弊素养：儿童教育软件中模拟课堂话语的局限性
DOI：
10.2167/le747.0
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发表时间：
2007
影响因子：
1.9
通讯作者：
M. Walton
中科院分区：
文献类型：
--
作者：
M. Walton
本文对南非西开普省一所小学使用“操练与实践”识字软件的儿童进行了多模态语篇分析。分析了儿童与软件的互动。由于教育软件产业的全球政治经济，该软件具有严重的局限性。这套教材是围绕英国国家课程的标准化读写能力测试制定的，然后在南非进行了调整或“本地化”。在本地化过程中，内容和语言的细节是定制的，但包的编码结构（连同其教育假设）基本上保持不变。孩子们与本地化课程的互动被分析为课堂话语的模拟。尽管该软件有明显的局限性，但研究表明，孩子们从包的规则中构建自己的上下文含义，并学习将它们作为规则约束的文本与之互动。对他们来说，解决问题和作弊行为是一种乐趣，因为他们专注于软件的游戏式分数和分数经济。
This paper presents a multimodal discourse analysis of children using ‘drill-and-practice’ literacy software at a primary school in the Western Cape, South Africa. The children's interactions with the software are analysed. The software has serious limitations which arise from the global political economy of the educational software industry. The package was structured around the UK National Curriculum's standardised literacy testing, and then adapted or ‘localised’ for use in South Africa. In the localisation process, details of content and language are customised, but the coded structure of the package (together with its educational assumptions) remains essentially unchanged. The children's interactions with the localised program are analysed as a simulation of classroom discourse. Despite the obvious limitations of the software, the study shows the children constructing their own contextual meanings from the rules of the package, and learning to interact with them as a rule-governed text. Their troubleshooting and cheating exploits are a source of pleasure to them, as they focus on the software's game-like economy of scores and marks.