Situated uses of ICT and mediation of joint activity in a primary education instructional sequence
Fuente:
Redalyc
Salvato in:
| Autore principale: | |
|---|---|
| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Universidad de Almería
2010
|
| Soggetti: | |
| Accesso online: | |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
| _version_ | 1876475182646820864 |
|---|---|
| author | César Coll Salvador |
| author_facet | César Coll Salvador |
| contents | Situated uses of ICT and mediation of joint activity in a primary education instructional sequence César Coll Salvador María José Rochera Villach Rosa Colomina Álvarez Psicología Joint activity Authentic tasks Primary education Educational influence Educational uses of ICT Introduction. From a socioconstructivist and situated perspective of teaching and learning processes, the authors analyze how one teacher and her group of 19 6th grade pupils use ICT. The study focuses on the way these tools mediate their activity, and evaluates the tools¿ potential for teaching and learning innovation. Method. Using a case study method, the development of an instructional unit of natural sciences with pupils working in small groups was analyzed. The sequence was divided into three phases comprising different sessions. A model of analysis of educational interaction was applied, based on: a) the identification and characterization of the forms of joint activity, and b) a typology of uses of ICT focusing on the joint activity of the student, the content and the teacher. Results. Different uses of ICT are identified, linked to the different phases of the instructional sequence and to the features of the tasks and the challenges posed by them in each of these phases. Furthermore, the results show that the ICT are primarily used to mediate between pupils and content but, to a lesser extent, between pupils, the content, and the teacher. Discussion and Conclusion. In conclusion the capacity of ICT's to transform educational practice in the classroom depends on the participant's situated use of these tools in authentic teaching and learning situations, and also on the new affordances that these tools introduce to the mediation of the participants' joint activity. 2010 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293122002004 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.2 Vol.8 |
| format | Artículo científico |
| id | redalyc_293122002004 |
| institution | Redalyc |
| language | en |
| publishDate | 2010 |
| publisher | Universidad de Almería |
| spellingShingle | Situated uses of ICT and mediation of joint activity in a primary education instructional sequence César Coll Salvador Psicología Joint activity Authentic tasks Primary education Educational influence Educational uses of ICT Situated uses of ICT and mediation of joint activity in a primary education instructional sequence César Coll Salvador María José Rochera Villach Rosa Colomina Álvarez Psicología Joint activity Authentic tasks Primary education Educational influence Educational uses of ICT Introduction. From a socioconstructivist and situated perspective of teaching and learning processes, the authors analyze how one teacher and her group of 19 6th grade pupils use ICT. The study focuses on the way these tools mediate their activity, and evaluates the tools¿ potential for teaching and learning innovation. Method. Using a case study method, the development of an instructional unit of natural sciences with pupils working in small groups was analyzed. The sequence was divided into three phases comprising different sessions. A model of analysis of educational interaction was applied, based on: a) the identification and characterization of the forms of joint activity, and b) a typology of uses of ICT focusing on the joint activity of the student, the content and the teacher. Results. Different uses of ICT are identified, linked to the different phases of the instructional sequence and to the features of the tasks and the challenges posed by them in each of these phases. Furthermore, the results show that the ICT are primarily used to mediate between pupils and content but, to a lesser extent, between pupils, the content, and the teacher. Discussion and Conclusion. In conclusion the capacity of ICT's to transform educational practice in the classroom depends on the participant's situated use of these tools in authentic teaching and learning situations, and also on the new affordances that these tools introduce to the mediation of the participants' joint activity. 2010 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293122002004 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.2 Vol.8 |
| title | Situated uses of ICT and mediation of joint activity in a primary education instructional sequence |
| topic | Psicología Joint activity Authentic tasks Primary education Educational influence Educational uses of ICT |
| url | https://www.redalyc.org/articulo.oa?id=293122002004 |