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ERIC Number: EJ827739
Record Type: Journal
Publication Date: 2009-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1871-1502
Shifting Learning Goals: From Competent Tool Use to Participatory Media Spaces in the Emergent Design Process
Halverson, Erica Rosenfeld
Cultural Studies of Science Education, v4 n1 p67-76 Mar 2009
Recently, the relationship between identity and learning has come front and center in discussions about how to design successful learning environments for youth who struggle in mainstream institutions. In this essay, I explore the role identity development plays in constructing learning environments for traditionally marginalized youth. While I agree with DeGennaro and Brown on the importance of identity development for learning, I stretch the relationship between these two constructs in several ways: First, I will argue that how we define "technology" and what that means for marginalized youth, particularly those who are assumed to be victims of the "digital divide" is a crucial aspect of the design of successful digital learning environments. Second, I discuss how identity is represented in these digital learning spaces, and analyze how meaning is constructed in multimodal spaces such as websites. Finally, I reflect on DeGennaro and Brown's notion of "emergent design," as a positive contribution to design research, and propose the idea of incorporating youths' already existing competencies into the emergent design process.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Opinion Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A