Information Activities and Appropriation in Teacher Trainees' Digital, Group-Based Learning

Autor/in	Hanell, Fredrik
Titel	Information Activities and Appropriation in Teacher Trainees' Digital, Group-Based Learning
Quelle	In: Information Research: An International Electronic Journal, 21 (2016) 1, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-1613
Schlagwörter	Preservice Teachers; Ethnography; Cooperative Learning; Foreign Countries; Preschool Education; Participant Observation; Interviews; Computer Uses in Education; Information Literacy; Information Seeking; Sweden + Suchen Sie Ihr Suchwort? Ethnografie; Kooperatives Lernen; Ausland; Pre-school education; Vorschulerziehung; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Computernutzung; Informationskompetenz; Informationserschließung; Schweden
Abstract	Introduction: This paper reports results from an ethnographic study of teacher trainees' information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment. Method: The participants in the present study are 249 pre-school teacher trainees in Sweden. Three key informants and their teams were followed during a course module using online and offline participant observation. The produced material includes transcribed interviews with nine students, recorded digital interactions from Facebook, Google Drive and Prezi, field notes and a field diary. Analysis: The material was read repeatedly, coded and comparatively analysed using the lens of information literacy and the concept appropriation. The analysis generated recurring themes. These themes emerged as phases of the group-based learning process. Results: The results illustrate how information activities during teacher trainees' digital, group-based learning are performed during four phases--setting the scene, negotiating the topic, gathering material and presenting the assignment. Conclusions: Crucial aspects of an information literacy of digital, group-based learning in teacher training are identified. The learning environment of teacher training constrains and enables use and appropriation of digital tools in terms of flexibility, lack of participation and transparency. (As Provided).
Anmerkungen	Thomas D. Wilson. 9 Broomfield Road, Broomhill, Sheffield, S10 2SE, UK. Web site: http://informationr.net/ir
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01