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Transformation of Participation and Learning: Three Case Studies of Young Learners Harnessing Mobile Technologies for Seamless Science Learning

Title
Transformation of Participation and Learning: Three Case Studies of Young Learners Harnessing Mobile Technologies for Seamless Science Learning
Authors
Toh Y.So H.-J.Seow P.Chen W.
Ewha Authors
소효정
SCOPUS Author ID
소효정scopus
Issue Date
2017
Journal Title
Asia-Pacific Education Researcher
ISSN
0119-5646JCR Link
Citation
vol. 26, no. 5, pp. 305 - 316
Keywords
Informal learningMobile learningScience learningSeamless learningTransformation of participation
Publisher
Springer Singapore
Indexed
SSCI; SCOPUS WOS scopus
Abstract
The main goal of this research is to understand how young children use mobile technology such as smartphones to traverse different learning contexts and harness a constellation of resources to make sense of their science learning in daily lives. We adopted Rogoff’s sociocultural lens of transformation of participation that helps us understand how students’ science learning experiences can interact with their wide array of cognitive, social and cultural resources and be mediated through personal, interpersonal and cultural–institutional forces in formal and informal learning spaces. We present an analysis of three contrasting case illustrations of Primary 3 (aged 9–10) students in a Singapore ICT-enriched primary school, and discuss findings in relation to the virtuous and vicious cycles of learning trajectories. In conclusion, we contend that mobile technology, which is considered as a cultural tool and learning hub, has the potential to elevate learning, but this potential can only be realized under two conditions: (a) when learners have created the habit of mind for utilizing and harnessing cultural, epistemic and social resources to foster connections between formal and informal knowledge; and (b) when the use of mobile technology is situated within the broader knowledge bases that our current formal curriculum recognizes. © 2017, De La Salle University.
DOI
10.1007/s40299-017-0350-5
Appears in Collections:
사범대학 > 교육공학과 > Journal papers
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