Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553767
Title: Technology enhancing learning : identification of specific affordances arising when leading edge technologies are used in primary and secondary education and the identification of outcomes and impact on specific learners and learner groups
Author: Passey, Don
ISNI:       0000 0001 2437 3539
Awarding Body: Lancaster University
Current Institution: Lancaster University
Date of Award: 2010
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Abstract:
This document provides an overview and a portfolio often items of my published writing. Six of the texts are concerned with aspects of my research into the identification of specific affordances, outcomes and impacts arising when leading edge technologies are used in primary and secondary education, and four look more broadly at aspects concerned with the identification of outcomes and impact on specific learners and learner groups. In summary, the key contribution of my work to this field of knowledge has focused on the development and uses of a systematic framework through which outcomes and impacts of uses of technologies can be considered critically. The learning framework that has been developed allows outcomes and impacts to be considered within a wide context of learning, so that: • Strengths are identified (associated with affordances and the emphasis of affordances that arise at the time the research is conducted). • Weaknesses are identified (associated with affordances that might be used more, but where these are not emphasised at the time the research is conducted). • Gaps are identified (associated with those aspects of learning that the specific technologies do not cover or support). More specifically, my work offers original contributions to the field: • It identifies and develops a number of research and evaluation approaches, methods and techniques to explore affordances, outcomes and impacts of information and communication technologies (lCT) on learning (providing original contribution in terms of analytical methodologies). • The development and use of a learning framework analysis to explore affordances, outcomes and impacts of some specific technologies on learning (video clips, digital resources, video creation, e-mentoring, mobile technologies, and news creation) (providing original contribution in terms of theoretical application and analytical methodologies). • The development and use of a gap analysis to identity affordances, outcomes and impacts of some specific technologies on learning and aspects of learning where those technologies do not provide affordances, outcomes or impacts (providing original contribution in terms of analytical methodologies and empirical data). • The identification of affordances, outcomes and impacts of specific technologies on specific groups of learners (shy learners, and disaffected learners) (providing original contribution in terms of empirical data and theory). • An extension to the knowledge base about uses and affordances of technologies with specific groups of young people (those who are not in education, employment or training, those who are shy learners, those who are disaffected, and those who are motivated by uses of ICT) (providing original contribution in terms of empirical data).
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.553767  DOI: Not available
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