Literaturnachweis - Detailanzeige
| Autor/inn/en | Rosedale, Naomi Alexandra; Jesson, Rebecca Ngaire; McNaughton, Stuart |
|---|---|
| Titel | Business as Usual or Digital Mechanisms for Change? What Student DLOs Reveal about Doing Mathematics |
| Quelle | In: International Journal of Mobile and Blended Learning, 13 (2021) 2, S.17-35, Artikel 2 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| Schlagwörter | Mathematics Instruction; Resource Units; Educational Technology; Technology Uses in Education; Grade 7; Grade 8; Foreign Countries; Student Participation; Electronic Publishing; Web Sites; Interpersonal Communication; Creative Thinking; Mathematical Logic; Elementary School Students; New Zealand Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elektronisches Publizieren; Web-Design; Interpersonale Kommunikation; Kreatives Denken; Mathematical logics; Mathematische Logik; Neuseeland |
| Abstract | Mathematics classrooms have a long history of what has been termed 'unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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