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
{"title":"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","authors":"Audrey Cooney, Derbhile de Paor, Ciarán Ó Gallchóir, P. Mannix McNamara","doi":"10.1080/1475939X.2023.2228320","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"32 1","pages":"457 - 472"},"PeriodicalIF":3.4000,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Not ‘just consumers of content’: early insights into the policy enactment of the Digital Learning Framework\",\"authors\":\"Audrey Cooney, Derbhile de Paor, Ciarán Ó Gallchóir, P. Mannix McNamara\",\"doi\":\"10.1080/1475939X.2023.2228320\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":46992,\"journal\":{\"name\":\"Technology Pedagogy and Education\",\"volume\":\"32 1\",\"pages\":\"457 - 472\"},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2023-07-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Technology Pedagogy and Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/1475939X.2023.2228320\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technology Pedagogy and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1475939X.2023.2228320","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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
期刊最新文献
Student teacher learning with Ozobots and Makey Makeys during a workshop and field experience Scripted synergy: elevating EFL writing and creativity through collaborative digital storytelling Unmasking the depoliticisation of ICT in digital competence frameworks for educators: a critical discourse study WhatsApp for pedagogy: initiatives, instructional practices and the nature of knowledge in Israel’s secondary education A testing load: a review of cognitive load in computer and paper-based learning and assessment
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1