Information and communication technologies and students’ out-of-school learning experiences
DOI:
https://doi.org/10.1344/der.2018.33.130-149Keywords:
contextos de actividad, experiencias subjetivas de aprendizaje, tecnologías de la información y la comunicaciónAbstract
The widespread availability of information and communication technologies (ICTs) has generated new activity contexts that provide opportunities and resources for learning, at the same time as expanding the learning potential of traditional contexts such as the family and schools. Within this framework the present study analyses the frequency with which students of three ages (10, 13 and 16 years) participate in ICT-mediated activities outside school, as well as the learning experiences associated with this participation. To this end, we used a multimethod approach combining administration of a questionnaire with focus groups and individual interviews. The analysis revealed low rates of participation in ICT-mediated activities outside school and showed that these activities were associated with limited learning experiences. These results highlight the importance of educational institutions building closer links between students’ learning experiences in and outside school, as well as the need to develop initiatives that can foster the acquisition of the digital skills required to maximize the learning potential of new activity contexts.
References
Arnseth, H.Ch. & Silseth, K. (2013). Tracing learning and identiy across sites: tensions, connections and transformations in and between everyday and institucional practices. En O. Erstad, & J. Seftin-Green (Eds.), Identity, Community, and Learning Lives in the Digital Age (pp. 23-38). Cambridge: Cambridge University Press. Banks, A. et. al. (2007). Learning In and Out of School in Diverse Environments: Life-Long, Life-Wide, Life-Deep. The Learning in Informal and Formal Environments Center. University of Washington, Stanford University, and SRI International. Disponible en http://life-slc.org/docs/Banks_etal-LIFE-Diversity-Report.pdf Barron, B. (2004). Learning ecologies for technological fluency in a technology-rich community. Journal of Educational Computing Research, 31, 1–37. Bennett, S. J. & Maton, K. (2010). Beyond the 'digital natives' debate: towards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning, 26(5), 321-331. Bullen, M., Morgan, T., Belfer, K., & Qayyum, A.. (2008, October). The digital learner at BCIT and implications for an e-strategy. Paper presented at the 2008 Research Workshop of the European Distance Education Network (EDEN), Researching and promoting access to education and training: The role of distance education and e-learning in technology-enhanced environments. Paris, France. Disponible https://app.box.com/shared/fxqyutottt Coll, C. (2013). La educación formal en la nueva ecología del aprendizaje: tendencias, retos y agenda de investigación. En J.L. Rodríguez Illera (Comp.), Aprendizaje y Educación en la Sociedad Digital (pp. 156-170). Barcelona: Universitat de Barcelona. Disponible en http://www.psyed.edu.es/archivos/grintie/AprendizajeEducacionSociedadDigital.pdf Coll, C. (2016). La personalització de l’aprenentatge escolar. El què, el per què i el com d’un repte indefugible. A J. M. Vilalta (Dr.). Reptes de l’educació a Catalunya. Anuari d’Educació 2015 (pp. 43-104). Barcelona: Fundació Bofill. Disponible en http://www.fbofill.cat/sites/default/files/RepteseducacioCatalunya.Anuari2015_041016.pdf Czerniewicz, L. & Brown, C. (2010, May). Born into the Digital Age in the south of Africa: the reconfiguration of the ‘digital citizen’. In Proceedings of the 7th International Conference on Networked Learning (pp. 859-865). Disponible en http://hdl.handle.net/10625/50165 Gallardo-Echenique, E. E., Marqués-Molías, L., Bullen, M., & Strijbos, J. W. (2015). Let’s talk about digital learners in the digital era. The International Review of research in open and distributed learning, 16(3). Disponible en http://www.irrodl.org/index.php/irrodl/article/view/2196 Hargittai, E. (2010). Digital na(t)ives? Variation in internet skills and uses among members of the “net generation”. Sociological Inquiry, 80(1), 92–113. Hinostroza, J. E., Matamala, C., Labbé, C., Claro, M., & Cabello, T. (2015). Factors (not) affecting what students do with computers and internet at home. Learning, media and technology, 40(1), 43-63. Kennedy, D. & Fox, R. (2013). Digital natives?: an Asian perspective for using learning technologies. International Journal of Education and Development Using Information and Communication Technology, 9(1), 64-79. Kennedy, G., Judd, T., Dalgarno, B., & Waycott, J. (2010). Beyond natives and immigrants: exploring types of net generation students. Journal of Computer Assisted learning, 26(5), 332–343. Kumpulainen, K. (2013). Pedagogies of connected learning: Adapting education into 21st century. In D. Hung, K. Lim & S. S. Lee (Eds.), Adaptivity as a transformative disposition for learning in the 21st century (pp. 31-41). Education Innovation Series. New York, NY: Springer. Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011) Risks and safety on the internet: the perspective of European children: full findings and policy implications from the EU Kids. Online survey of 9-16 year olds and their parents in 25 countries. EU Kids Online Network, London, UK. Luckin, R., Clark, W., Logan, K., Graber, R., Oliver, M., & Mee, A. (2009). Do Web 2.0 tools really open the door to learning: practices, perceptions and profiles of 11‐16 year old learners. Learning, Media and Technology, 34(2), 87-104. Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students' use of digital technologies. Computers and Education, 56, 429-440. Pedró, F. (2006). The new millennium learners: Cha¬llenging our views on ict and learning. OECD-CERI. Disponible en http://www.oecd.org/education/ceri/38358359.pdf Prensky, M. (2001a). Digital natives, digital immigrants, Part 1. On the Horizon, 9(5), 1-6. Disponible en http://www.emeraldinsight.com/doi/abs/10.1108/10748120110424816 Prensky, M. (2001b). Digital natives, digital immigrants, Part II: Do they really think differently? On the Horizon, 9(6), 1-9. Disponible en http://dmc122011.delmar.edu/sumacademy/sumacademy05/prensky2.pdf Rajala, A., Kumpulainen, K., Hilppö, J., Paananen, M., & Lipponen, L. (2016). Connecting learning across school and out-of-school contexts. In O. Erstad, K. Kumpulainen, Å Mäkitalo, K.C. Schrøder, P. Pruulmann-Vengerfeldt & T. Johannsdottir (Eds.), Learning across contexts in the knowledge society (pp. 15-35). Rotterdam: SensePublishers. Redecker, Ch., Leis, M., Leenderse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S., & Hoogveld, B. (2011). The future of Learning: Preparing for Change. Joint Research Centre. Institute for Prospective Technological Studies. European Comission. Disponible en http://ftp.jrc.es/EURdoc/JRC66836.pdf Romero, M., Guitert, M., Sangr_a, A., & Bullen, M. (2013). Do UOC students fit in the Net Generation profile? An approach to their habits in ICT use. The International Review of Research in Open and Distance Learning, 14(3), 158-181. Selwyn, N. (2006). Exploring the digital disconnect between net savvy students and their schools. Learning, Media and Technology, 31(1), 5–17. Selwyn, N., Potter, J., & Cranmer, S. (2009). Primary pupils’ use of information and communi¬cation technologies at school and home. British Journal of Educational Technology, 40(5), 919-932. Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J. (2008). Having our say: Middle grade student perspectives on school, technologies, and academic engagement. Journal of Research on Technology in Education, 40(4), 497-515. Tapscott, D. (1998). Growing up digital: The rise of the net generation. Nueva York: McGraw-Hill. Torres, C. A. & Valencia, L. A. (2013). Uso de las TIC e internet dentro y fuera del aula. Apertura, 5(1), 108-119. Disponible en http://www.redalyc.org/html/688/68830443010 Van Deursen, A. J. A. M. & van Diepen, S. (2013). Information and strategic Internet skills of secondary students: A performance test. Computers & Education, 63, 218-226. Wang, S. K., Hsu, H. Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), 637-662.
Downloads
Published
Issue
Section
License
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
