ERIC Number: EJ1093822
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 51
Time Past: Impacts of ICT on the Pedagogic Discourse in the Interactive Project
Ingram, Neil R.
Technology, Pedagogy and Education, v25 n1 p1-18 2016
The "pedagogic discourse" can describe the power relations and fields of influence within schools. This article extends the approach to include ICT-mediated learning in schools by considering evidence from the InterActive project, undertaken by the University of Bristol, England, in 2000-04. The article also considers how the pedagogic discourse can complement post-Vygotskian sociocultural models of learning. ICT is presented as a "recontextualising field" that exerts influence by weakening the classification and framing of the discourse. Successful uses of ICT tend to favour "invisible" pedagogies: collaborative modes of active working with shared competences, in lessons containing elements of "discover". Tensions can arise if the dominant discourse is a "visible" pedagogy that favours individual performance, with the teacher as the voice of authority and controller of the discourse. These tensions can lead to ICT being marginalised or discredited by teachers or lead to new modalities of pedagogy.
Descriptors: Educational Technology, Technology Uses in Education, Foreign Countries, Teaching Methods, Power Structure, Social Theories, College School Cooperation, Semi Structured Interviews, Teacher Attitudes, Elementary Secondary Education, Science Instruction, Mathematics Instruction, Literacy Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Bristol)