5,578 research outputs found
Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills
This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies
Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills
This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies
Studying Games in School: a Framework for Media Education
This paper explores how media education principles can be extended to digital games, and whether the notion of âgame literacyâ is an appropriate metaphor for thinking about the study of digital games in schools. Rationales for studying the media are presented, focusing on the importance of setting up social situations that encourage more systematic and critical understanding of games. The value of practical production, or game making, is emphasized, as a way of developing both conceptual understanding and creative abilities. Definitions of games are reviewed to explore whether the study of games is best described as a form of literacy. I conclude that games raise difficulties for existing literacy frameworks, but that it remains important to study the multiple aspects of games in an integrated way. A model for conceptualizing the study of games is presented which focuses on the relationship between design, play and culture
In, out and through digital worlds. Hybrid-transitions as a space for children's agency
This article discusses a Transition Programme to support the inclusion of mature students in Higher Education. The Transition Programme was designed and it is currently provided by a Higher Education institution in Surrey, South-East of England. An outcome of innovative educational leadership, the Transition Programmeâ successfully solved the paradox of selection for admission to Higher Education programmes, in particular with regard to mature students. The English Higher Education system oïŹers an interesting case for discussion, being caught between the principle of inclusiveness within a âwidening participationâ agenda and the contrasting selective principle of ârecruiting with integrityâ. The article is motivated by two main aims. The ïŹrst aim is to contextualize sociologically, within a discussion on the related concepts of hope, trust and risk, the motivations underpinning mature applicantsâ choice to enter Higher Education. The second aim of the article is to argue for the capability of educational leadership to generate positive change supporting mature applicantsâ trust in hope for a successful inclusion in Higher Education
Trans- and intra- apps: innovating the app market and use
This book provides an in-depth analysis of the challenges, potential and theoretical possibilities of apps and considers the processes of change for education and home learning environments
Play platforms for childrenâs creativity
Serie : Springer series on cultural computing, ISSN 2195-9056Childrenâs imagination and their natural need for exploration and discovery can be stimulated when they are in contact with rich contexts and environments (Van Scoter et al. 2001; Van Scoter 2008); this inherent tendency offers an enormous opportunity for researchers and designers to develop tools that unleash childrenâs potential, involving them in creating meaningful projects (Papert 1993). Research on this field has highlighted that well-design technological tools for children need to be compelling, support exploration, encourage creativity, develop curiosity and promote interaction and collaboration with peers while being simple and intuitive to use (Plowman et al. 2012; Resnick et al. 2005; Resnick and Silverman 2005).FCT, QREN, COMPETE, FEDRCIEC â Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portuga
Exploring Inclusive Design and Digital Humanities: Enabling Bilingual Digital Narratives for Deaf Children
The collaboration between designers and digital humanists has indeed gained increasing significance in crafting effective projects, with design serving as a centralizing force in the realm of digital humanities by establishing interfaces for individuals to engage with technological resources. Therefore, design's methodological practices, encompassing various research and experiential facets, play a pivotal role in enhancing the usability and accessibility of digital resources within the social sphere. This study aims to expand the discourse on the characteristics and potential of the interplay between inclusive design and digital humanities practices, with a specific focus on the development of bilingual digital narratives (utilizing Brazilian Sign Language and Portuguese). The research adopts a collaborative, qualitative approach, encompassing processes of evaluation, validation, and enhancement. Digital visual narratives are presented as a facilitating tool for integrating LIBRAS and Portuguese, thereby aiding in language acquisition for deaf children. The article contributes to the discussion of the humanistic approach to design, emphasizing the values of empathy, ethics, and social responsibility in the creation of inclusive and accessible projects
Early Adopters: Playing New Literacies and Pretending New Technologies in Print-Centric Classrooms
The final, definitive version of this paper has been published in the Journal of Early Childhood Literacy, 9/2, 2009 by SAGE Publications Ltd. All rights reserved. ©In this article, semiotic analysis of childrenâs practices and designs with video game conventions considers how children use play and drawing as spatializing literacies that make room to import imagined technologies and user identities. Microanalysis of video data of classroom interactions collected during a three year ethnographic study of childrenâs literacy play in kindergarten and primary classrooms reveals how the leading edge of technology use in print-centric classrooms is pretended into being by 5- , 6-, and 7-year-old âearly adoptersâ a marketing term for first wave consumers who avidly buy and explore newly-released technology products. Early adopters signals two simultaneous identities for young technology users: 1) as developing learners of new literacies and technologies and 2) as curious explorers who willingly play with new media. Children transformed paper and pencil resources into artifacts for enacting cell phone conversations and animating video games, using new technologies and the collaborative nature of new literacies to perform literate identities and to strengthen the cohesiveness of play groups
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