Young People, New Technologies and Learning at Home: Taking Context Seriously

Autor/inn/en	Furlong, John; Davies, Chris
Titel	Young People, New Technologies and Learning at Home: Taking Context Seriously
Quelle	In: Oxford Review of Education, 38 (2012) 1, S.45-62 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2011.577944
Schlagwörter	Informal Education; Young Adults; Youth; Educational Technology; Information Technology; Home Study; Learner Engagement; Blended Learning; Educational Resources; Learning Strategies; Case Studies; Active Learning; Social Networks; Sharing Behavior; Skill Development; Evidence; Internet; Interviews; Foreign Countries; Electronic Mail; Computer Mediated Communication; Educational Environment; United Kingdom + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Young adult; Junger Erwachsener; Jugend; Jugendlicher; Jugendalter; Unterrichtsmedien; Informationstechnologie; Bildungsmittel; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Case study; Fallstudie; Case Study; Aktives Lernen; Social network; Soziales Netzwerk; Kompetenzentwicklung; Qualifikationsentwicklung; Evidenz; Interviewing; Interviewtechnik; Ausland; Elektronischer Briefkasten; Computerkonferenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien
Abstract	The paper presents findings from a large-scale mixed methods study of young people's uses of new technologies at home to address a number of key conceptual issues in understanding the home as context for learning. First it is argued that young people's engagement with new technologies is fundamentally bound up with their own identity. It then goes on to explore the nature of learning in the home, arguing that simply to characterise it as "informal" is simplistic and misleading. By the application of Bernstein's ideas on the classification and framing of knowledge, the paper argues that using ICTs at home can support learning that may be formal, informal, quasi-formal or incidental. The final part of the paper identifies some of the "informal learning practices" that are available to young people when learning enters the home in this way. These informal learning practices, it is argued, increase their sense of agency in relation to their learning and therefore potentially make learning a richer and more fulfilling experience. (Contains 2 figures and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10