Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism
Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism
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DOI：
10.1002/berj.3275
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发表时间：
2017-04-01
影响因子：
2.3
通讯作者：
Keay-Bright, Wendy
中科院分区：
文献类型：
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作者：
Guldberg, Karen;Parsons, Sarah;Keay-Bright, Wendy
实验干预研究构成了目前自闭症教育领域的主导研究设计。这种设计基于循证实践的知识转移模式，研究由研究人员进行，然后转移给实践者，使他们能够实施循证干预。虽然这些研究设计提供了重要的知识，但它们导致了研究证据可能开出的药方和实践中发生的事情之间的差距，伴随而来的是研究人员和从业者的优先事项之间的差距。本文讨论了ESRC资助的SHAPE项目的结果，该项目采用了一种不同的循证实践模式，重点是知识的共同构建。来自三个不同学校社区的学生(N=8)、教师(N=10)、一名言语和语言治疗师以及一名家长调查了通过使用技术提高儿童社交技能的创造性方法。通过参与式方法，数字故事被用作一种方法，使其能够接触课堂的实际情况，并使实践者能够构建和分享他们自己的真实叙述。参与者通过技术提供的高质量互动，如数字故事所证明的那样，清楚地阐述了向他们和他们的学生提供的学习机会的准确知识。SHAPE项目表明，开发能够与学校从业者、家长和学生进行真正的知识共建的方法是可行的。这种共同建设可以为循证实践中的教学解放和创新提供现实的机会，以替代目前占主导地位的狭隘的知识转移模式。
Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a knowledge-transfer' model of evidence-based practice in which research is conducted by researchers, and is then transferred' to practitioners to enable them to implement evidence-based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC-funded SHAPE' project, which adopted a different model of evidence-based practice, focusing on knowledge co-construction. Pupils (N=8), teachers (N=10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co-construction with school practitioners, parents and pupils. Such co-construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence-based practice as an alternative to the currently dominant and narrow model of knowledge transfer.