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The interplay between learning conditions and participation in ICT-based learning environments
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
2009 (English)In: Journal of Computer Assisted Learning, ISSN 0266-4909, Vol. 25, no 6, 539-548 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this case study is to investigate how knowledge can be developed in computer-mediated social practice. The purpose is to explore variations in students’ participatory appropriation in the use of Information and Communication Technology (ICT) in their everyday lives. Empirical data were collected at a higher education institution in Rwanda through interviews and focus group discussions. The findings show that differences in experiences, related for example to electronic sources, techniques and thoughts, can be at the forefront of change in students’ learning with ICT through critical reflection and creativity. Moreover, the study suggests that coping with different experiences in social practice can enhance problemsolving skills through continuous inquiry among students. Furthermore, active ICT users can play a central role to bring about change in learning practices with the new technology. The point is that interaction between different categories of peers with various experiences can change in a positive and supportive way when ICT is utilized to enhance a new culture of creativity and problem solving. Moreover, ICT seems to be a necessary pedagogical tool, though insufficient prerequisite, for appropriation of its use.

Place, publisher, year, edition, pages
Wiley InterScience , 2009. Vol. 25, no 6, 539-548 p.
Keyword [en]
Continuous inquiry, creativity, learning conditions, motivation, participatory appropriation, student teachers, Rwanda
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-16303DOI: 10.1111/j.1365-2729.2009.00326.xOAI: oai:DiVA.org:liu-16303DiVA: diva2:133673
Note
On the day of the defence day the status of this article was: Submitted.Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2009-11-19Bibliographically approved
In thesis
1. Information and Communication Technology in Teacher Education: Thinking and learning in computer‐supported social practice
Open this publication in new window or tab >>Information and Communication Technology in Teacher Education: Thinking and learning in computer‐supported social practice
2009 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to investigate how new knowledge can be developed in computer-supported social practice. Participants were selected from newly qualified secondary school teachers and student teachers at a higher education institution in Rwanda. The thesis consists of four empirical case studies, the findings of which were analysed from a sociocultural perspective. In the first study, it has been shown that novice teachers are motivated to acquire information and communication technology (ICT) and to use it in their teaching and learning. The study also reveals that they succeed in situations where school administrators grant them easy access to computers. This implies a need to develop school-based curricula and appropriate pedagogy in the area of ICT literacy, which can allow teachers to develop critical reflection vis-à-vis the new technology and enable them to cope with change in social practice. In the second study, it has been shown that, while acquiring hands-on computer skills in small task-based groups, student teachers can adopt one of the three major learning patterns: individual-led, group-led, or individual-group hybrid-led. Moreover, the study shows that the group-led framework seems to create a supportive environment for knowledge building. This may require that students receive the right kind of teacher assistance and focus on criterion-referenced reflection to regulate their learning. The findings of the third article reveal that students coping with web-based literature face a twofold reality of learning discourse rooted in their sociocultural and educational contexts: the one conveyed through the foreign languages in which they are instructed, the other whose vehicle is their native language. The study suggests an alternative way of constructing a substantial learning discourse based on dissolution of language boundaries. The fourth article shows that appropriation of ICT use can stem from learning conditions including users’ motivation and their participation in social practice. Additionally, it can stem from collaboration between active users and other students. Given this, the study suggests that active ICT users can play a role as agents of change in the implementation of the new technology. Together, the four studies show that thinking and learning with ICT can develop through the interplay of mediation, learning conditions, collaboration and critical reflection.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2009. 75 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 471Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 139
Keyword
Collaborative learning, critical reflection, ICT, learning conditions, mediating tool, multilingual setting, Rwanda, teacher education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-16304 (URN)978‐91‐7393‐722‐1 (ISBN)
Public defence
2009-01-30, Hörsalen Key 1, Key Building, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2013-05-06Bibliographically approved

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Mukama, Evode

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