Beyond Web 2.0: mapping the technology landscapes of young learners
Beyond Web 2.0: mapping the technology landscapes of young learners
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DOI：
10.1111/j.1365-2729.2008.00305.x
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发表时间：
2009-02-01
影响因子：
5
通讯作者：
Oliver, M.
中科院分区：
文献类型：
--
作者：
Clark, W.;Logan, K.;Oliver, M.
正式和非正式学习环境之间的界限是由学习者无法控制的影响形成的。这可能会导致禁止学习者在某些学习环境中使用一些熟悉的技术。这种有争议的划分并没有很好的记录。在本文中，我们引入了数字不和谐这个术语来描述这种紧张关系，这种紧张关系与学习者在正式背景下对Web2.0技术的使用有关。我们展示了一项研究的结果，该研究探索了学习者在学校内外使用Web2.0和相关技术的情况。这项研究包括两个数据来源：一份调查问卷和一项绘图活动。还探讨了学习者认为他们的技术适合或能够使用的背景。研究结果显示，学生在校内外体验Web2.0活动时，会产生一种“数字不和谐”的感觉。许多学习者经常跨越制度上划定的界限，但各机构或学习者本身并不很好地理解这一活动的含义。需要更多地了解Web2.0技能集的可转移性，以及如何使用这些技能集来支持正式学习。
Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term 'digital dissonance' to describe this tension with respect to learners' appropriation of Web 2.0 technologies in formal contexts. We present the results of a study that explores learners' in- and out-of-school use of Web 2.0 and related technologies. The study comprises two data sources: a questionnaire and a mapping activity. The contexts within which learners felt their technologies were appropriate or able to be used are also explored. Results of the study show that a sense of 'digital dissonance' occurs around learners' experience of Web 2.0 activity in and out of school. Many learners routinely cross institutionally demarcated boundaries, but the implications of this activity are not well understood by institutions or indeed by learners themselves. More needs to be understood about the transferability of Web 2.0 skill sets and ways in which these can be used to support formal learning.