PleS in Primary School: The learners’ experience in the Piplep Project

Esther Nieto Moreno de Diezmas, Pablo Dondarza Manzano

Abstract


In this paper the experience of learners during the first phase of the PIPLEP project is explored. PIPLEP is aimed at promoting digital literacy and independent learning with the creation of personal learning environments (PLEs) as the final product. The participants were a group of 17 students enrolled in year 5 of primary school, and the main objective of the research method was to listen to the voices of the learners and their narratives about their emotions and conceptions as regards learning in digital environments, following the main guidelines of the IPA (Interpretative Phenomenological Approach) as applied in the LEX (Learners’ EXperiences of e-Learning) project. The findings showed that learners had constructed a dichotomy between technology and learning, developed in the setting of the school and home, and based on the recreational use they made of their digital devices. However this misconception about the educational value of technology started to change with the introduction of the PIPLEP project, due to the learners acquiring new skills to use technology to learn.


Keywords


PLE; Learners’ experience; primary school; digital literacy; IPA

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References


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