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Examining the Impact of Systemic Tensions on Agency and Identity: The Multiple Positions of Reggie in Production-Centered, Technology-Mediated Activity
Cognition and Instruction ( IF 3.356 ) Pub Date : 2020-09-21 , DOI: 10.1080/07370008.2020.1820506
Nicholas C. Wilson 1
Affiliation  

Abstract

This paper presents two examples of production-centered, technology-mediated activities in a one-to-one laptop classroom, and examines how those activities supported vastly divergent forms of student agency and participation. As schools turn to large-scale technology programs, such as one-to-one initiatives, to overcome persistent educational and social inequalities, growing concerns over a widening participation gap in production-centered activities are calling on educators to forge new technology-mediated learning experiences that bridge students’ lived experiences and interests with educational content. The findings of this study, however, show that production-centered, technology-mediated activities may inadvertently stifle engagement and agency if they do not leverage students’ personal funds of knowledge in the co-construction of new educational practices or participation structures. Analyzed through the lenses of cultural historical activity theory and identities-in-practice, the paper follows Reggie, a high school senior and native Haitian who chronically disengaged from classroom activities, despite an interest and significant background knowledge in digital media production. Discussion centers on the ways in which classroom activities afforded opportunities for Reggie to leverage this knowledge, leading, in one case, to rule-based tensions that ended in the elimination of projects and student autonomy, and in the other, to a remarkable transformation of Reggie’s identity-in-practice, in which he helped to co-construct a new division of labor for achieving the object of activity. The paper ends with an argument for the consideration of coordinated changes to multiple elements of activity, and their implications on social practice as essential components of technology program design, and of framing participation-based digital education inequities.



中文翻译:

研究系统紧张对代理和身份的影响:Reggie在以生产为中心,以技术为中介的活动中的多个位置

摘要

本文介绍了一对一的笔记本电脑教室中以生产为中心,以技术为中介的活动的两个示例,并研究了这些活动如何支持多种形式的学生代理和参与。随着学校转向大规模技术计划(例如一对一计划)以克服持续的教育和社会不平等现象,人们越来越关注以生产为中心的活动中的参与差距不断扩大,呼吁教育工作者开展新的以技术为媒介的学习可以将学生的生活经历和兴趣与教育内容联系起来的体验。但是,这项研究的结果表明,以生产为中心,如果以技术为媒介的活动在共同构建新的教育实践或参与结构时没有利用学生的个人知识资金,则可能会无意中扼杀参与和代理。通过文化历史活动理论和实践身份的视角进行分析,本文关注的是雷吉,他是一名高中生和海地人,尽管对数字媒体制作有浓厚的兴趣和深厚的背景知识,但他长期脱离课堂活动。讨论的重点是课堂活动为Reggie提供了利用这些知识的机会的方式,在一种情况下,导致了基于规则的紧张关系,最终导致消除项目和学生自治,而在另一方面,导致了显着的转变。雷吉的实践身份,在其中,他帮助共同构建了新的劳动分工,以实现活动目标。本文最后提出了一个论点,即要考虑对活动的多个要素进行协调的变化,及其对作为技术程序设计必不可少的组成部分的社会实践的影响,以及对基于参与的数字教育不平等现象的构架。

更新日期:2020-09-21
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