不仅仅是“内容的消费者”:对数字学习框架政策制定的早期洞察

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-07-06 DOI:10.1080/1475939X.2023.2228320
Audrey Cooney, Derbhile de Paor, Ciarán Ó Gallchóir, P. Mannix McNamara
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引用次数: 0

摘要

在爱尔兰,与许多国际司法管辖区一样,数字技术被牢牢地定位在教育话语的核心。然而,尽管学校专业人员的“技术积极性”有所上升,但这些积极态度似乎并没有渗透到实践中,也没有渗透到有效的学习成果中。因此,鉴于在爱尔兰学校系统中引入了数字学习框架,本研究的重点是那些在各自学校内领导该倡议的人的初步经验,以及他们在制定法规时必须处理的背景细微差别。数据证明了领导者在规划阶段必须考虑的初始组织因素,以及教学影响的早期迹象,从而得出关于上下文素养的结论。该研究还强调了将数字技术嵌入学校评估机制的微妙政策转变,增强了与成功实施相关的问责感。
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Not ‘just consumers of content’: early insights into the policy enactment of the Digital Learning Framework
ABSTRACT In Ireland, as with many international jurisdictions, digital technology is firmly positioned at the core of educational discourses. However, despite a rise in ‘techno-positivity’ among professionals in schools, these positive attitudes do not seem to permeate through to practice nor in effective learning outcomes. As a result, given the introduction of the Digital Learning Framework in the Irish schooling system, this study focuses on the initial experiences of those who lead the initiative within their respective schools and the contextual nuances they must navigate in the design of the enactment. This qualitative study comprised in-depth interviews with the Digital Learning Leaders of 10 different schools. Data evidenced the initial organisational considerations a leader must reckon with during the planning phase, and early indications of pedagogical impact, leading to a conclusion regarding contextual literacy. The research also highlights the subtle policy shift of embedding digital technologies within school evaluation mechanisms, heightening a sense of accountability associated with successful enactment.
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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