The interplay between learning conditions and participation in ICT-based learning environments
2009 (English)In: Journal of Computer Assisted Learning, ISSN 0266-4909, Vol. 25, no 6, 539-548 p.Article in journal (Refereed) Published
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.
Continuous inquiry, creativity, learning conditions, motivation, participatory appropriation, student teachers, Rwanda
IdentifiersURN: urn:nbn:se:liu:diva-16303DOI: 10.1111/j.1365-2729.2009.00326.xOAI: oai:DiVA.org:liu-16303DiVA: diva2:133673
On the day of the defence day the status of this article was: Submitted.2009-01-132009-01-132009-11-19Bibliographically approved