Tolmie, A. (2001) 'Examining learning in relation to the contexts of use of ICT', Journal of Computer Assisted Learning, vol. 17, no. 3, pp. 235-41.
Crook, C. and Dymott, R. (2005) 'ICT and the literacy practices of student writing' in Monteith, M. (ed.) Teaching Secondary School Literacies with ICT, Maidenhead, Open University Press.
Table 8.1: Comparing perspectives and methodologies
|
Factors |
Tolmie |
Crook and Dymott |
|
Key features of the theory |
1. Outcomes effected by interplay between technology and context so this effects research 2. difficult to manage context effects through design; need to focus on whole implementation event 3. Context -sensitive approach to evaluation required p.236 4. Socio-cognitive conflict is part of context p.236 5. Context effects will be the norm p.237 6. data should be collected from real contexts p.237 7. context primes learner to notice certain aspects p.240 |
Learning is mediated, situated and distributed Use of the 5 types of writing as a cognitive framework to allow analysis of the practices involved. |
|
Defining context |
"conditions under which given resources are used" p.237 Gender norms Past history p.238 Pre-existing activity p.239 |
The social environment of a group of tutors, students etc. who can be connected f2f or via technology
|
|
Aspects of learning foregrounded |
Cooperative learning Collaborative learning |
How technology has changed the work environment as students can study in their rooms but stay in contact with their peers |
|
Pros |
Attempts to situate technology in context for analysis |
Framework assists more focused analysis of writing process in different contexts |
|
Cons |
Subtle cues overlooked by researchers p.240 Range of possible contexts surrounding any resource may be impossible to manage within any single software design p.240 Unable to generalise as the context is always different Not convinced gender differences are that simple. Not all men are the same! |
Analysis of writing using ICT seems outdated in that students tend to use widescreens divided for easy viewing and/or multiple screens or devices. Does not analyse students reasons for working the way that they do - just looks at surface process |
|
Application and uses |
Studying group interactions with technology and the effect on learning |
Studying individual interactions with different tools |
|
Appropriate data collection methods to use |
Observation / video recording Log of contact and activity in group work p.238 |
Logging Diaries Analysis of interactions |
|
Appropriate data analyses to use |
Qualitative: conversation analysis of different types Quantitative: time spent on activities |
Qualitative: conversation analysis of different types |
- Does learning happen within the head of an individual, or is it mediated, situated and distributed?
I believe that learning is mediated by tools and that, by using these tools, we alter our learning experiences. To that extent I concur with distributed learning but I also believe that learning is situated in a historical and social context and affected by our past experiences with similar activities and tools.
- What does a test or exam measure?
The ability to memorise facts and apply them under time pressure.