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...
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Veröffentlicht in: | Journal of computer assisted learning 2009-02, Vol.25 (1), p.56-69 |
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description | 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. |
doi_str_mv | 10.1111/j.1365-2729.2008.00305.x |
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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.</description><identifier>ISSN: 0266-4909</identifier><identifier>EISSN: 1365-2729</identifier><identifier>DOI: 10.1111/j.1365-2729.2008.00305.x</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>boundary crossing ; Computer Mediated Communication ; Computer Uses in Education ; digital dissonance ; digital technologies ; Educational Environment ; Educational Practices ; Educational Technology ; Electronic Publishing ; Influence of Technology ; Informal Education ; Internet ; learning contexts ; Questionnaires ; Student Behavior ; Web 2.0 ; Web Sites</subject><ispartof>Journal of computer assisted learning, 2009-02, Vol.25 (1), p.56-69</ispartof><rights>2009 The Authors. 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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. 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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. 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subjects | boundary crossing Computer Mediated Communication Computer Uses in Education digital dissonance digital technologies Educational Environment Educational Practices Educational Technology Electronic Publishing Influence of Technology Informal Education Internet learning contexts Questionnaires Student Behavior Web 2.0 Web Sites |
title | Beyond Web 2.0: mapping the technology landscapes of young learners |
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