Bringing technology to students' proximity: a sociocultural account of technology-based learning projects.

Autor/in	Mukama, Evode
Titel	Bringing technology to students' proximity: a sociocultural account of technology-based learning projects.
Quelle	In: International journal for research in vocational education and training, 1 (2014) 2, S. 125-142Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-8646
DOI	10.13152/IJRVET.1.2.3
URN	urn:nbn:de:0111-pedocs-104880 urn:nbn:de:0168-ssoar-423577
Schlagwörter	Soziokultureller Faktor; Informations- und Kommunikationstechnologie; Kooperatives Lernen; Technologieunterstütztes Lernen; Projekt; Studie; Student; Ruanda
Abstract	This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students' sociocultural proximity, the more focused the learners' attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students' sociocultural proximity, that is, taking into consideration students' physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists, and the wider community. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/3