Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning

This is the author accepted manuscript. The final version is available from Routledge via the DOI in this recordDigital technologies, particularly networked technologies, are changing the way we communicate with others and interact with information. Dialogic Theory helps us to understand the new ways in which students and teachers are making meaning with networked technologies, for instance by drawing our attention to the concept of 'dialogic space'. This chapter explores how discursive practices in classrooms are shaped by teachers and students within this dialogic space, by looking at the ways in which networked technologies impact on pedagogical link making in science lessons. We redefine and challenge existing theoretical ideas to construct an interpretative framework that helps us to understand how networked technologies reshape classroom discourse and the teaching learning process. Examples are taken from several research projects over a number of years in two different countries (UK and Catalonia), supporting the feasibility of using our framework in different contexts. Our results show that networked technologies empower students’ voices in the educational dialogic space, blur the space and time limits of school and out of school learning, and move the focus of teaching practices towards a competence-based approach, to enable students to establish meaningful knowledge-building links in a wide, digital, dialogic network

What else can be learned when coding? A configurative literature review of learning opportunities through computational thinking

This is the final version. Available from SAGE Publications via the DOI in this record. Underpinning the teaching of coding with Computational Thinking has proved relevant for diverse learners, particularly given the increasing demand in upskilling for today’s labour market. While literature on computing education is vast, it remains unexplored how existing CT conceptualisations relate to the learning opportunities needed for a meaningful application of coding in non-Computer Scientists’ lives and careers. In order to identify and organise the learning opportunities in the literature about CT, we conducted a configurative literature review of studies published on Web of Science, between 2006 and 2021. Our sample gathers 34 papers and was analysed on NVivo to find key themes. We were able to organise framings of CT and related learning opportunities into three dimensions: functional, collaborative, and critical and creative. These dimensions make visible learning opportunities that range from individual cognitive development to interdisciplinary working with others, and to active participation in a technologically evolving society. By comparing and contrasting frameworks, we identify and explain different perspectives on skills. Furthermore, the three-dimensional model can guide pedagogical design and practice in coding courses.HEFCE - Higher Education Funding Council for EnglandInstitute of Codin

A “Learning Revolution”? Investigating Pedagogic Practices around Interactive Whiteboards in British Primary Classrooms

Interactive whiteboards have been rapidly introduced into all primary schools under UK Government initiatives. These large, touch-sensitive screens, which control a computer connected to a digital projector, seem to be the first type of educational technology particularly suited for whole-class teaching and learning. Strong claims are made for their value by manufacturers and policy makers, but there has been little research on how, if at all, they influence established pedagogic practices, communicative processes and educational goals. This study has been designed to examine this issue, using observations in primary (elementary) school classrooms. It is funded by the UK Economic and Social Research Council and builds on the authors’ previous research on ICT in educational dialogues and collaborative activities

Orchestration with the Interactive Whiteboard.

Abstract not available

Musical identities in transition, solo piano students' accounts of entering the academy

The purpose of this study was to explore the identity work of adult instrumental students negotiating their entry to a prestigious music academy and the professional field of music. Ten classical solo-piano students' accounts of their musical histories and experiences were collected through research interviews. The thematic analyses presented suggest that comparative dynamics between self and other(s) are key mediators of students' musical identity work. The analyses explore how students' identity work was resourced both by the discursive (re)contextualization and harnessing of entrance test results and their accounts of their early experiences of being in the academy. The salience of key musical practices and the significance of listening, as well as being overheard practising, are also considered. In addition, the analyses reveal how constructions of practice 'norms', 'exceptionality' and 'typical' life-courses and trajectories enter into students' identity work