ABSTRACT

In the new learning ecology, Information and Communication Technologies (ICTs) promote the learning of children and young people in a variety of contexts and also shape their learning trajectories. However, empirical studies often ignore how learners construct narratives about their own learning trajectories and about what it means to learn with ICTs. Thus, we propose Subjective Learning Experiences (SLEs) as a unit of analysis for studying personal learning trajectories. SLEs allow us to investigate learning both across settings and over time. To illustrate our empirical approach, we present a brief study in which we explore how dominant discursive constructions, from parents, about what it means to learn with ICTs influence the learning experiences of children and young people. For this study, we conducted semi-structured interviews with 30 Spanish children and their parents, using thematic analysis to identify their discursive constructions. Our results provide evidence that discursive constructions about what it means to learn, present in the contexts of activity in which children and young people participate, influence their learning experiences. We conclude that our empirical approach advances the analysis of personal learning trajectories by allowing us to capture the fluid and boundless nature of learning across settings and time.

摘要

在新的学习生态中，信息和通信技术（ICT）可以在各种情况下促进儿童和年轻人的学习，并塑造他们的学习轨迹。但是，实证研究通常会忽略学习者如何构建关于自己的学习轨迹以及使用ICT学习意味着什么的叙述。因此，我们提出主观学习体验（SLEs）作为研究个人学习轨迹的分析单位。SLE使我们能够研究跨设置和随着时间推移的学习情况。为了说明我们的经验方法，我们进行了一项简短的研究，其中探讨了父母的主导性话语结构如何影响使用ICT学习的含义对儿童和年轻人学习经验的影响。对于这项研究，我们通过主题分析对30名西班牙儿童及其父母进行了半结构化访谈，以确定他们的话语结构。我们的结果提供了证据，表明在儿童和年轻人参加的活动中，关于学习意义的话语建构影响他们的学习经历。我们得出结论，我们的经验方法通过允许我们捕获跨环境和跨时间的学习的流动性和无限性，推进了个人学习轨迹的分析。影响他们的学习经历。我们得出结论，我们的经验方法通过允许我们捕获跨环境和跨时间的学习的流动性和无限性，推进了个人学习轨迹的分析。影响他们的学习经历。我们得出结论，我们的经验方法通过允许我们捕获跨环境和跨时间的学习的流动性和无限性，推进了个人学习轨迹的分析。