3D virtual worlds as environments for literacy learning
3D virtual worlds as environments for literacy learning
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3D 虚拟世界作为识字学习的环境
DOI：
10.1080/00131881.2010.482739
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发表时间：
2010
影响因子：
3.5
通讯作者：
Merchant G
中科院分区：
文献类型：
--
作者：
Merchant G
背景：尽管关于新技术如何改变教育实践，特别是在识字学习领域，已经写了很多文章，但探索可能性和问题的实证工作相对较少--甚至这种转变在课堂上可能是什么样子。3D虚拟世界为孩子们提供了一系列在学校使用数字识字的机会，并为我们提供了一种在有趣但有意义的环境中探索改变识字实践的方法。目的：本文确定了在英国少数小学设计和实施虚拟世界工作时出现的一些关键问题。它考察了关于识字和识字学习的不同话语之间的紧张关系，并展示了教师和学生如何在课堂环境中发挥这些紧张关系。证据来源：案例研究数据被用作探索和说明设计和实施的关键方面的基础。案例研究材料包括多个角度的观点，包括课堂观察、聊天记录、对教师和学生的世界化身采访，以及作者对计划过程的实地笔记以及附带的会议纪要和会议文件。主要论点：从福柯的角度来看，文章认为，通过调节课程时间、规范教学常规和个人评估制度，社会对教学实践的控制限制了教师和学生对什么是识字的概念。最近在新文学中发现的反义词提供了一个有吸引力的选择，但这个方向的运动需要从根本上转移重点，并重新概念化什么是学习。结论：这项关于3D虚拟世界的研究质疑了如何通过使用新技术来实现变革性实践的概念。这表明，可能需要在教师准备、继续专业发展以及更广泛的教育改革方面做出改变。
Background:Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems – or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context.Purpose:This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence:Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author's field notes of the planning process with accompanying minutes and meeting documents.Main argument:From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers' and pupils' conceptions of what constitutes literacy. The counternarrative, found in recent work in new literacies provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions:This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed.
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