Pre-Teens' Informal Learning with ICT and Web 2.0

Autor/inn/en	Ferguson, Rebecca; Faulkner, Dorothy; Whitelock, Denise; Sheehy, Kieron
Titel	Pre-Teens' Informal Learning with ICT and Web 2.0
Quelle	In: Technology, Pedagogy and Education, 24 (2015) 2, S.247-265 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2013.870596
Schlagwörter	Educational Technology; Preadolescents; Web 2.0 Technologies; Technology Uses in Education; Foreign Countries; Elementary School Students; Focus Groups; Student Attitudes; Coding; Thematic Approach; Attitude Measures; Age Differences; Access to Computers; Costs; Technological Literacy; Barriers; Censorship; Income; Informal Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Pre-adolescence; Präadoleszenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Schülerverhalten; Codierung; Programmierung; Themenzentrierter Unterricht; Age; Difference; Age difference; Altersunterschied; Cost; Kosten; Technisches Wissen; Politische Zensur; Einkommen; Informelle Bildung; Nichtformale Bildung
Abstract	Information and communication technology (ICT) and Web 2.0 have the potential to impact on learning by supporting inquiry, literacies, collaboration and publication. Restrictions on the use of these tools within schools, primarily due to concerns about discipline and child safety, make it difficult to make full use of this potential in formal educational contexts. Studies of children at different stages of schooling have highlighted a wider range of ICT use outside school, where it can be used to support informal learning. The study reported here looks beyond the broad categories of primary and secondary education and investigates distinctive elements of pre-teens' use of ICT to support informal learning. Nineteen children aged 10 and 11 participated in focus groups and produced visual representations of ICT and Web 2.0 resources they used to support their informal learning. Thematic analysis of this data showed that pre-teens respond to a range of age-related constraints on their use of ICT. Inside formal education, these constraints appear similar at primary and secondary levels. Out of school, regulation is more age specific, contributing to the development of tensions around use of ICT as children approach their teenage years. These tensions and constraints shape the ways in which children aged 10-11 engage in formal and informal learning, particularly their methods of communication and their pressing need to develop evaluation skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01