Pub Date : 2019-10-02DOI: 10.1080/09523987.2019.1681110
Lynde Tan, C. Chai, F. Deng, Chunping Zheng, N. Drajati
ABSTRACT Several studies have been undertaken to develop instruments to measure English teachers’ TPACK, but few studies have measured English teachers’ TPACK to develop meaningful relationships among technology, content, and pedagogy in the context whereby literacy should be associated with a range of semiotic modes beyond the written language. The interactions with a wider range of texts across modes, media and contexts point to the need for an instrument that can measure English teachers’ TPACK in the context of teaching multimodal literacies. In this study, we investigated what factors and items were necessary for examining pre-service teachers’ TPACK in multimodal literacy teaching. The proposed TPACK instrument was validated with 220 pre-service teachers across three institutions in Indonesia, China, and Australia. The study shows that the proposed eight-factor instrument generally expressed acceptable validity and reliability and was appropriate for assessing pre-service teachers’ TPACK for multimodal literacies. Implications and further research are discussed with the aim of equipping pre-service teachers with the capabilities to integrate content, pedagogy, technology and understand the complex interdependence of contextually bound factors that influence their classroom readiness in teaching multimodal literacies.
{"title":"Examining pre-service teachers’ knowledge of teaching multimodal literacies: a validation of a TPACK survey","authors":"Lynde Tan, C. Chai, F. Deng, Chunping Zheng, N. Drajati","doi":"10.1080/09523987.2019.1681110","DOIUrl":"https://doi.org/10.1080/09523987.2019.1681110","url":null,"abstract":"ABSTRACT Several studies have been undertaken to develop instruments to measure English teachers’ TPACK, but few studies have measured English teachers’ TPACK to develop meaningful relationships among technology, content, and pedagogy in the context whereby literacy should be associated with a range of semiotic modes beyond the written language. The interactions with a wider range of texts across modes, media and contexts point to the need for an instrument that can measure English teachers’ TPACK in the context of teaching multimodal literacies. In this study, we investigated what factors and items were necessary for examining pre-service teachers’ TPACK in multimodal literacy teaching. The proposed TPACK instrument was validated with 220 pre-service teachers across three institutions in Indonesia, China, and Australia. The study shows that the proposed eight-factor instrument generally expressed acceptable validity and reliability and was appropriate for assessing pre-service teachers’ TPACK for multimodal literacies. Implications and further research are discussed with the aim of equipping pre-service teachers with the capabilities to integrate content, pedagogy, technology and understand the complex interdependence of contextually bound factors that influence their classroom readiness in teaching multimodal literacies.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"11 1","pages":"285 - 299"},"PeriodicalIF":1.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78970102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/09523987.2019.1682271
Louise Nagle, Michael O’ Connell, T. Farrelly
ABSTRACT The adoption and integration of ePortfolios into third level teaching and learning provide many benefits as well as challenges. In this article, we capture the perspectives of nine academics from across seven departments within a small Higher Education Institute (HEI) who integrated ePortfolios into their teaching. Through a series of semi-structured interviews, we gained insight into the experiences of academics as they implemented various ePortfolio technologies. What is particularly notable about these participants is that the use of ePortfolios had occurred in an organic manner, often with little or no “official” support. Although, many of these organic initiatives may herald an initial flurry of positive feedback coupled with enthusiasm; the study indicates that without adequate management and support of the planning and implementation of ePortfolios there can be negative outcomes. The major conclusion drawn is that without a comprehensive and appropriate policy framework the implementation of ePortfolios is likely to run into a series of challenges. These are: fear and resistance to ePortfolios; challenges faced by students using ePortfolios; and difficulties with the integration of the technology into teaching & learning strategies.
{"title":"A gap in governance: acknowledging the challenges of organic ePortfolio implementation","authors":"Louise Nagle, Michael O’ Connell, T. Farrelly","doi":"10.1080/09523987.2019.1682271","DOIUrl":"https://doi.org/10.1080/09523987.2019.1682271","url":null,"abstract":"ABSTRACT The adoption and integration of ePortfolios into third level teaching and learning provide many benefits as well as challenges. In this article, we capture the perspectives of nine academics from across seven departments within a small Higher Education Institute (HEI) who integrated ePortfolios into their teaching. Through a series of semi-structured interviews, we gained insight into the experiences of academics as they implemented various ePortfolio technologies. What is particularly notable about these participants is that the use of ePortfolios had occurred in an organic manner, often with little or no “official” support. Although, many of these organic initiatives may herald an initial flurry of positive feedback coupled with enthusiasm; the study indicates that without adequate management and support of the planning and implementation of ePortfolios there can be negative outcomes. The major conclusion drawn is that without a comprehensive and appropriate policy framework the implementation of ePortfolios is likely to run into a series of challenges. These are: fear and resistance to ePortfolios; challenges faced by students using ePortfolios; and difficulties with the integration of the technology into teaching & learning strategies.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"1 1","pages":"328 - 342"},"PeriodicalIF":1.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74110540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/09523987.2019.1681111
H. Risser, SueAnn Bottoms, C. Clark
ABSTRACT The purpose of this paper was to examine the relationship between the problems of practice teachers encounter and social media use. In this study seven teacher bloggers were interviewed about their professional use of blogs and Twitter. Data from the interviews were compared with data from teachers’ blogs and Twitter networks. Results indicated that each participant saw being able to choose which problem of practice on which they would work, as well as with whom they would work on these problems, as benefits of virtual networks.
{"title":"“Nobody else organized”: teachers solving problems of practice in the Twitterblogosphere","authors":"H. Risser, SueAnn Bottoms, C. Clark","doi":"10.1080/09523987.2019.1681111","DOIUrl":"https://doi.org/10.1080/09523987.2019.1681111","url":null,"abstract":"ABSTRACT The purpose of this paper was to examine the relationship between the problems of practice teachers encounter and social media use. In this study seven teacher bloggers were interviewed about their professional use of blogs and Twitter. Data from the interviews were compared with data from teachers’ blogs and Twitter networks. Results indicated that each participant saw being able to choose which problem of practice on which they would work, as well as with whom they would work on these problems, as benefits of virtual networks.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"55 1","pages":"269 - 284"},"PeriodicalIF":1.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74581130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/09523987.2019.1681105
J. Larsen, Christopher W. Parrish
ABSTRACT Mathematics educators are engaging in an online community referred to as the Math Twitter Blogosphere (MTBoS) to support their practices. Although studies indicate that educators who participate in professional online communities engage primarily in sharing and consuming resources, and in some cases also in building and maintaining professional relationships, it is unclear how they interpret these opportunities. This study explores the community building activities mathematics educators refer to when speaking about their engagement in the MTBoS and unpacks ways in which they value and establish value in the activities they refer to. Findings indicate that members of the MTBoS community refer to identifying and selecting resources frequently, that they value resources that are inspiring, relevant, and reliable, and that they establish values through identifying resources with attributes of specificity, like-mindedness, credibility, and through repeated exposure over time.
{"title":"Community building in the MTBoS: Mathematics educators establishing value in resources exchanged in an online practitioner community","authors":"J. Larsen, Christopher W. Parrish","doi":"10.1080/09523987.2019.1681105","DOIUrl":"https://doi.org/10.1080/09523987.2019.1681105","url":null,"abstract":"ABSTRACT Mathematics educators are engaging in an online community referred to as the Math Twitter Blogosphere (MTBoS) to support their practices. Although studies indicate that educators who participate in professional online communities engage primarily in sharing and consuming resources, and in some cases also in building and maintaining professional relationships, it is unclear how they interpret these opportunities. This study explores the community building activities mathematics educators refer to when speaking about their engagement in the MTBoS and unpacks ways in which they value and establish value in the activities they refer to. Findings indicate that members of the MTBoS community refer to identifying and selecting resources frequently, that they value resources that are inspiring, relevant, and reliable, and that they establish values through identifying resources with attributes of specificity, like-mindedness, credibility, and through repeated exposure over time.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"77 1","pages":"313 - 327"},"PeriodicalIF":1.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80593018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/09523987.2019.1681107
Scott W. T. McNamara, C. Drew
ABSTRACT Research on educational podcasts’ impacts on learning has steadily increased in recent years. Within this research, several issues related to methodology in educational podcast research have been cited. These include lack of detail, lack of reporting reliability, and questionable validity of testing instruments. However, one the theoretical frameworks that guide podcast development processes have received minimal attention. To address the lack of attention to theoretical frameworks within the educational podcasting literature, this paper utilized a conceptual analysis to examine key theoretical frameworks that have been used in empirical studies of educational podcasts. By examining theoretical frameworks used within relevant research, this paper introduces the value of using applicable learning theories to guide podcast development. Three theoretical frameworks are discussed: (a) the Cognitive Theory of Multimedia Learning, (b) adult learning theories (e.g., andragogy theory), and (c) a combination of the two. The paper shows both the versatility of educational podcasts and the need for further examination of how different theoretical frameworks may underpin the development of podcasts across unique learning environments.
{"title":"Concept analysis of the theories used to develop educational podcasts","authors":"Scott W. T. McNamara, C. Drew","doi":"10.1080/09523987.2019.1681107","DOIUrl":"https://doi.org/10.1080/09523987.2019.1681107","url":null,"abstract":"ABSTRACT Research on educational podcasts’ impacts on learning has steadily increased in recent years. Within this research, several issues related to methodology in educational podcast research have been cited. These include lack of detail, lack of reporting reliability, and questionable validity of testing instruments. However, one the theoretical frameworks that guide podcast development processes have received minimal attention. To address the lack of attention to theoretical frameworks within the educational podcasting literature, this paper utilized a conceptual analysis to examine key theoretical frameworks that have been used in empirical studies of educational podcasts. By examining theoretical frameworks used within relevant research, this paper introduces the value of using applicable learning theories to guide podcast development. Three theoretical frameworks are discussed: (a) the Cognitive Theory of Multimedia Learning, (b) adult learning theories (e.g., andragogy theory), and (c) a combination of the two. The paper shows both the versatility of educational podcasts and the need for further examination of how different theoretical frameworks may underpin the development of podcasts across unique learning environments.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"49 1","pages":"300 - 312"},"PeriodicalIF":1.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83765238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/09523987.2019.1669876
Ioannis Altanis, S. Retalis
ABSTRACT In the last few years, engaging students to create digital games has been a pole of attraction for many teachers and researchers, resulting in highly positive learning experiences and promoting their thinking skills, e.g., programming and computational thinking (CT) skills. Researchers have already stated about the need for further research not only around the evaluation techniques and tools of the quality of these complex educational interventions, but mainly about ways to ease the assessment of students’ performance from multiple perspectives with authenticity. This paper contributes to proposing a multifaceted assessment framework of the degree of students’ acquisition of multiple skills, when they get involved in digital motion-based touchless game-making course-projects with the MIT Scratch tool. The results of its implementation during a pilot study with computer science undergraduate students, which are presented, highlight the positive effects of combining and extending various assessment techniques and tools to draw holistic conclusions about students’ higher skills including computational and spatial thinking skills.
{"title":"A multifaceted students’ performance assessment framework for motion-based game-making projects with Scratch","authors":"Ioannis Altanis, S. Retalis","doi":"10.1080/09523987.2019.1669876","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669876","url":null,"abstract":"ABSTRACT In the last few years, engaging students to create digital games has been a pole of attraction for many teachers and researchers, resulting in highly positive learning experiences and promoting their thinking skills, e.g., programming and computational thinking (CT) skills. Researchers have already stated about the need for further research not only around the evaluation techniques and tools of the quality of these complex educational interventions, but mainly about ways to ease the assessment of students’ performance from multiple perspectives with authenticity. This paper contributes to proposing a multifaceted assessment framework of the degree of students’ acquisition of multiple skills, when they get involved in digital motion-based touchless game-making course-projects with the MIT Scratch tool. The results of its implementation during a pilot study with computer science undergraduate students, which are presented, highlight the positive effects of combining and extending various assessment techniques and tools to draw holistic conclusions about students’ higher skills including computational and spatial thinking skills.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"5 1","pages":"201 - 217"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82923573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/09523987.2019.1669883
Mollie Dollinger, J. Lodge
ABSTRACT The growing practice of students as partners (SaP) has sparked numerous conversations in higher education about the roles students do and should play in shaping the future. SaP scholars contend that by engaging with students in meaningful partnership, underpinned by values such reciprocity, students can have deeper and more meaningful learning experiences. Similar in this goal, the field of learning analytics also strives to create deeper and more meaningful learning experiences for students, however, the current approach differs. Students and other stakeholders such as teachers are rarely part of the process in learning analytics, and this divide, and lack of communication, between designers and users, has led to several critical issues in the area. Therefore, this paper will discuss three ongoing issues within learning analytics and draw on SaP values and guiding principles, such as reciprocity, emphasis on the process, and shared responsibility to question the current way learning analytics perceives students. By arguing for a change in perspective and the adoption of SaP in learning analytics, we will further add on growing literature about the importance of universities to become transparent and collaborative communities.
{"title":"What learning analytics can learn from students as partners","authors":"Mollie Dollinger, J. Lodge","doi":"10.1080/09523987.2019.1669883","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669883","url":null,"abstract":"ABSTRACT The growing practice of students as partners (SaP) has sparked numerous conversations in higher education about the roles students do and should play in shaping the future. SaP scholars contend that by engaging with students in meaningful partnership, underpinned by values such reciprocity, students can have deeper and more meaningful learning experiences. Similar in this goal, the field of learning analytics also strives to create deeper and more meaningful learning experiences for students, however, the current approach differs. Students and other stakeholders such as teachers are rarely part of the process in learning analytics, and this divide, and lack of communication, between designers and users, has led to several critical issues in the area. Therefore, this paper will discuss three ongoing issues within learning analytics and draw on SaP values and guiding principles, such as reciprocity, emphasis on the process, and shared responsibility to question the current way learning analytics perceives students. By arguing for a change in perspective and the adoption of SaP in learning analytics, we will further add on growing literature about the importance of universities to become transparent and collaborative communities.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"14 1","pages":"218 - 232"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84700049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/09523987.2019.1669946
L. Shackelford, Wenhao David Huang, Alan B. Craig, Cameron Merrill, Danying Chen
ABSTRACT Virtual reality (VR) and game-based learning strategies have rarely been investigated together with a keen focus on motivational processing. This lack of understanding on motivational support of VR game-based learning has hindered the design of such environments to effectively and efficiently support intended learning processes. The study revealed relationships between learners’ motivational processing and perceived game features in a VR learning environment for delivering introductory archaeology content to college students. The first part of the study adopted the complementary concurrent mixed-method design, which applied qualitative results to clarify quantitative findings to delineate motivational support perceived by 40 participants. The second part employed quantitative survey data only from the same sample to reveal perceived game features and relationships between motivational support and game features. Findings suggest that learners’ motivational processing was supported by the Confidence and Satisfaction components of the ARCS motivational design model. Additionally, not all motivational components were supported by perceived game features according to multiple regression analyses. The discussion of the findings is focused on in what areas and to what extent multimedia-rich VR elements might compete with game-based learning in the same learning environment for learners’ limited cognitive and behavioral learning capacities.
{"title":"Relationships between motivational support and game features in a game-based virtual reality learning environment for teaching introductory archaeology","authors":"L. Shackelford, Wenhao David Huang, Alan B. Craig, Cameron Merrill, Danying Chen","doi":"10.1080/09523987.2019.1669946","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669946","url":null,"abstract":"ABSTRACT Virtual reality (VR) and game-based learning strategies have rarely been investigated together with a keen focus on motivational processing. This lack of understanding on motivational support of VR game-based learning has hindered the design of such environments to effectively and efficiently support intended learning processes. The study revealed relationships between learners’ motivational processing and perceived game features in a VR learning environment for delivering introductory archaeology content to college students. The first part of the study adopted the complementary concurrent mixed-method design, which applied qualitative results to clarify quantitative findings to delineate motivational support perceived by 40 participants. The second part employed quantitative survey data only from the same sample to reveal perceived game features and relationships between motivational support and game features. Findings suggest that learners’ motivational processing was supported by the Confidence and Satisfaction components of the ARCS motivational design model. Additionally, not all motivational components were supported by perceived game features according to multiple regression analyses. The discussion of the findings is focused on in what areas and to what extent multimedia-rich VR elements might compete with game-based learning in the same learning environment for learners’ limited cognitive and behavioral learning capacities.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"34 1","pages":"183 - 200"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84293549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/09523987.2019.1669875
Ceren Korkmaz, A. Correia
ABSTRACT The purpose of this review is to investigate the trends in the body of research on machine learning in educational technologies, published between 2007 and 2017. The criteria for article selection were as follows: (1) study on machine learning in educational/learning technologies, (2) published between 2007–2017, (3) published in a peer-reviewed outlet, and (4) an empirical study, literature review, or meta-analysis. Eighty-nine articles were chosen, after the first round of the article selection process. Through a second look at the articles, fifteen articles that did not match the criteria were eliminated. After the close examination of the seventy-four articles, certain demographical and thematic trends emerged. The top contributors to the body of research were Taiwan and the United States while the most productive year was 2017. The most utilized machine learning methods were vectors and decision trees. Commonly researched areas, on the other hand, were automation, cognitive process assessment, prediction, intelligent tutoring systems, and opportunities and challenges in the use of big data & learning analytics. Recommendations for future research focus on expanding geographical diversity, incorporating Bayesian and fuzzy logic methods more in educational machine learning work.
{"title":"A review of research on machine learning in educational technology","authors":"Ceren Korkmaz, A. Correia","doi":"10.1080/09523987.2019.1669875","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669875","url":null,"abstract":"ABSTRACT The purpose of this review is to investigate the trends in the body of research on machine learning in educational technologies, published between 2007 and 2017. The criteria for article selection were as follows: (1) study on machine learning in educational/learning technologies, (2) published between 2007–2017, (3) published in a peer-reviewed outlet, and (4) an empirical study, literature review, or meta-analysis. Eighty-nine articles were chosen, after the first round of the article selection process. Through a second look at the articles, fifteen articles that did not match the criteria were eliminated. After the close examination of the seventy-four articles, certain demographical and thematic trends emerged. The top contributors to the body of research were Taiwan and the United States while the most productive year was 2017. The most utilized machine learning methods were vectors and decision trees. Commonly researched areas, on the other hand, were automation, cognitive process assessment, prediction, intelligent tutoring systems, and opportunities and challenges in the use of big data & learning analytics. Recommendations for future research focus on expanding geographical diversity, incorporating Bayesian and fuzzy logic methods more in educational machine learning work.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"17 1","pages":"250 - 267"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82679811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/09523987.2019.1669877
Henriikka Vartiainen, Teemu Leinonen, Saara Nissinen
ABSTRACT Connected learning is claimed to support children to connect their formal learning with wider social network and media tools in an interest-driven and inquiry-oriented manner. In a formal context there are few successful implementations of connected learning. This study explores how a kindergarten community of 8 adults and 42 children, equipped with digital media tools, organized connected learning as sociocultural phenomena and inquiry learning. With an ethnographic approach, unstructured interviews and multimedia portfolios provided data for deductive content analysis. The results indicate that meaningful objects of inquiry were found though the children’s own discoveries with media tools used in forest trips. The social capital and the children’s own funds of knowledge were harnessed with iPads and a trail camera, installed to capture wildlife. Precisely, the trail camera use and the resulting images mediated connections with parents and grandparents, outside experts, and peers. Children were actively naming, classifying, and categorizing the trail camera data, and also searching, evaluating, and applying new information. Children were also creating, sharing, and openly publishing their own insights that drew on a unique mix of meaning-making resources and media tools. The results can be used in the learning design of early-childhood education and care.
{"title":"Connected learning with media tools in kindergarten: an illustrative case","authors":"Henriikka Vartiainen, Teemu Leinonen, Saara Nissinen","doi":"10.1080/09523987.2019.1669877","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669877","url":null,"abstract":"ABSTRACT Connected learning is claimed to support children to connect their formal learning with wider social network and media tools in an interest-driven and inquiry-oriented manner. In a formal context there are few successful implementations of connected learning. This study explores how a kindergarten community of 8 adults and 42 children, equipped with digital media tools, organized connected learning as sociocultural phenomena and inquiry learning. With an ethnographic approach, unstructured interviews and multimedia portfolios provided data for deductive content analysis. The results indicate that meaningful objects of inquiry were found though the children’s own discoveries with media tools used in forest trips. The social capital and the children’s own funds of knowledge were harnessed with iPads and a trail camera, installed to capture wildlife. Precisely, the trail camera use and the resulting images mediated connections with parents and grandparents, outside experts, and peers. Children were actively naming, classifying, and categorizing the trail camera data, and also searching, evaluating, and applying new information. Children were also creating, sharing, and openly publishing their own insights that drew on a unique mix of meaning-making resources and media tools. The results can be used in the learning design of early-childhood education and care.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"43 1","pages":"233 - 249"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75122401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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