Barriers to Web 2.0 transfer, Charles Crook, University of Nottingham (UK)

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John Cook
18 November 2011

It is often claimed that young peoples’ recreational engagement with the ‘participatory web’ should be a strong force to encourage the appropriation of web2.0 tools into the classroom. Some findings from a project on engagement with web2.0 by secondary school students will be outlined. This research suggests that while the central dispositions associated with using web2.0 services are certainly apparent within out-of-school activities, the nature of how those dispositions are configured in recreational contexts contrasts with how they are invoked within classroom contexts. This suggests a need for more careful consideration as to how to achieve the possible continuities between outside-school and inside-school internet experience.

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Survey contacted: 20 secodary schools 'vigorous' in the use of technology: 2000 students answered  questions related to pc access, the use of web 2.0 tools etc

Out of school web 2.0 experience was vivid but in classroom students prefered to make powerpoints or chat online with other students..

it looks that there was not a continuity between outside-school and inside-school internet experience.

Maria Perifanou
11:04 on 21 November 2011

Survey contacted: 20 secodary schools 'vigorous' in the use of technology: 2000 students answered  questions related to pc access, the use of web 2.0 tools etc

Out of school web 2.0 experience was vivid but in classroom students prefered to make powerpoints or chat online with other students..

it looks that there was not a continuity between outside-school and inside-school internet experience.

Maria Perifanou
11:04 on 21 November 2011

Survey contacted: 20 secodary schools 'vigorous' in the use of technology: 2000 students answered  questions related to pc access, the use of web 2.0 tools etc

Out of school web 2.0 experience was vivid but in classroom students prefered to make powerpoints or chat online with other students..

it looks that there was not a continuity between outside-school and inside-school internet experience.

Maria Perifanou
11:05 on 21 November 2011

Issues on continuity and access between school and home (everyday life)

  • Pupils own PCs at home, but a little more have to share PCs at home whith others
  • asking for various computer, media and Web2.0 activities during the last 24hours
  • asking which of those activities took place in school, at the intersection, or at home

Asking kids for desired stress of activities / which Web2.0 activities should be focussed in class

Shift along to following themes which are dominating the conversation around digital media (so they are not exclusive):

  • collaboration: Knowing and knowledge is increasingly considered to be collaborative.
  • inquiry
  • publication: Opportunities to create audiences for this knowing and knowledge
  • literacy: Cultuvating expressiveness beyong text

Asking students how they perceive

  • collaboration: potential redundancy / inefficiency, not knowing how to deal with collaborativeness
  • inquiry: Uncertainty of how to aggregate information
  • publication: visibility, evaluation, permanence
  • literacy: legitimate forms of expressiveness or perception as being recreational represenational acivity

Synthesis:

Mapping inside scool activities against outside school activities and thus revealing tensions along the categories collaborative, inquiry, publication, literacy.

 

Some comments from the audience:

How can school be changed considering the tensions?

  • Movements? Lets work on those lines of continuity and let's consider the kids practices of personal media use.

Klaus Rummler
11:12 on 21 November 2011 (Edited 11:23 on 21 November 2011)

It is about people being mobile, and about continuity between formal and informal. How do we resource this continuity?  Mapping practices.

RT @yishaym: #somobnet Crook: survey shows children engage in wide range of web2.0 practices but mainly out of school. but, when asked what they should use more in class, students respond "powerpoint" - urgh!

RT @emmeran: #SoMobNet. Crook: Web 2.0: new communicativ themes - Collaboration/Inquiry/Publication/Literacy

RT @emmeran: #SoMobNet. Crook: how do students perceive collaboration? Good question!

RT @marett: Crook: Collaboration, inquiry, publication and literacy as 2.0 new communicative themes -> could be made extensive to #mlearning #somobnet

RT @emmeran: #SoMobNet: Crook: for students collaboration means at most sharing...and is inefficient

RT @emmeran: #SoMobNet. Crook: Literacy for students is video, image, animation but...perception seems to be inherently recreational...

RT @marett: @kadewe don't think sol Do you think we can distinguish among formal and informal literacies? #somobnet

RT @yishaym: #somobnet Crook shows tensions b.w. knowledge building practices in/out school grouped by collaboration, inquiry, publication and literacy

RT @beatdoebeli: @yishaym "can we have change without burning down the schools?" #somobnet

John Cook
11:25 on 21 November 2011

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Maria Perifanou
11:06am 21 November 2011 (Edited 11:22am 21 November 2011)


Survey contacted: 20 secodary schools 'vigorous' in the use of technology: 2000 students answered  questions related to pc access, the use of web 2.0 tools etc

Out of school web 2.0 experience was vivid but in classroom students prefered to make powerpoints or chat online with other students..

it looks that there was not a continuity between outside-school and inside-school internet experience.

Mobile technologies can support this connection.

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