Cover Image
QR Code

Beyond Web 2.0: mapping the technology landscapes of young learners.

Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we...

Full description

Published in:Journal of Computer Assisted Learning Vol. 25; no. 1; pp. 56 - 70
Main Authors: Clark W, Logan K, Luckin R, Mee A, Oliver M
Format: pictorial research tables/charts Journal Article
Published: Wiley-Blackwell Feb2009
Online Access:View this record in EBSCOhost
fields @attributes:
  recordID: 1
pdfLink:
plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344538&site=ehost-live
header:
  @attributes:
    shortDbName: ccm
    uiTerm: 105344538
    longDbName: CINAHL Complete
    uiTag: AN
  controlInfo:
    bkinfo:
    dissinfo:
    jinfo:
      jid:
        02664909
        6M1
      jtl: Journal of Computer Assisted Learning
      issn: 02664909
      maglogo: Y
    pubinfo:
      dt: Feb2009
      vid: 25
      iid: 1
      pid: 480
      pub: Wiley-Blackwell
      place: Malden, Massachusetts
    artinfo:
      ui:
        105344538
        105344538
        2010457752
        10.1111/j.1365-2729.2008.00305.x
        105344538
      ppf: 56
      ppct: 14
      formats:
      tig:
        atl: Beyond Web 2.0: mapping the technology landscapes of young learners.
      aug:
        au:
          Clark W
          Logan K
          Luckin R
          Mee A
          Oliver M
        affil: Institute of Education/London Knowledge Lab, 23-29 Emerald Street, London, WC1N 3QS, UK; w.clark@ioe.ac.uk
      sug:
        subj:
          Learning Methods In Adolescence
          Software Utilization
          World Wide Web In Adolescence
          Adolescence
          Child
          Female
          Games
          Male
          Questionnaires
          Social Networks
          Student Attitudes
          Summated Rating Scaling
          Wireless Communications Utilization
          Human
          Adolescent: 13-18 years
          Child: 6-12 years
          Female
          Male
      ab: Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term 'digital dissonance' to describe this tension with respect to learners' appropriation of Web 2.0 technologies in formal contexts. We present the results of a study that explores learners' in- and out-of-school use of Web 2.0 and related technologies. The study comprises two data sources: a questionnaire and a mapping activity. The contexts within which learners felt their technologies were appropriate or able to be used are also explored. Results of the study show that a sense of 'digital dissonance' occurs around learners' experience of Web 2.0 activity in and out of school. Many learners routinely cross institutionally demarcated boundaries, but the implications of this activity are not well understood by institutions or indeed by learners themselves. More needs to be understood about the transferability of Web 2.0 skill sets and ways in which these can be used to support formal learning.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
    refInfo:
    holdings:
      @attributes:
        islocal: N