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Children, on-line learning and authentic teaching skills in primary education |
Educational paradox |
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Main Topics
More information ...
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A Missing Framework This project has discovered something of a paradox, viz, the lack of an agreed meaningful framework in participating schools for articulating the educational aspects of the use of ICT in teaching and learning.
About Using ICT From the in-class and in-school observations it seemed that ... ... the incorporation of ICT into class programs (teaching and learning) is understood as
This prompted the development of the theoretical framework for considering the use of ICT. This framework is made up of
However the educational aspects of using ICT in teaching and learning seemed vague and ambiguous.
The Response This has led to the conscious and explicit development (by the researchers) of relationships between
in order to be able to consider and articulate the possible connections between pedagogy (teaching, learning) and the use of ICT (more...)
Scaffolding, mediation, action learning... are well founded in the literature (Vygotsky, Feuerstein & Revans respectively...) and they have been useful to the researchers in considering the observations made so far in the project.
Sadly, they are not well nor explicitly represented in the extensive interviews and other data collected to date. And at this point in time cannot be assumed to be meaningful to many of the participants in the study.
For most participants, the distinction between scaffolding activities and mediating experience remains problematic. This may be because, at this stage of its development, ICT is much more useful in scaffolding ('delivery') than in mediating.
The relationships between these notions have been derived from consideration of the data gathered in the project.
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