Session Information
31 SES 02, Reading, Literature and Digital Language Learning in the Classroom
Paper Session
Contribution
From 2009, the Department of Education in Catalonia implemented the 1x1 program (EduCAT 1x1 or EduCAT 2.0) on Secondary Mandatory Education, by which every student receives a laptop, in hopes of establishing a fully digitized education. The project provides the infrastructure for the ‘ideal digital classroom’: a) every student owns a laptop and brings it to the school on a daily basis, b) the school provides Internet access, digital textbooks, c) the classroom is equipped with overhead projector and a screen, e) there is a Virtual Learning Environment (VLE), such as Moodle, where students and teachers upload the educational contents and their productions, f) students and teachers use digital textbooks. The program also observed technical support and teacher training. Despite funding cuts, the program is still in place in an important number of schools around the country. The technological infrastructure, however, may not represent pedagogical or methodological innovation (Area 2011, Alonso et al. 2014, Warschauer 2009). In this sense, it seems relevant to explore the context and the shape and change of the teaching and learning practices. Our particular interest is literacy and language learning, and previous studies have covered specific topics such as reading (Cassany and Vazquez-Calvo 2014) or writing (Cassany, 2013) in the digital classroom.
This paper tries to describe the broader context of the 1x1 program in Catalonia and examine the impact of digitization in the curriculum of the three languages of instruction (Catalan, Spanish and English) in Compulsory Secondary Education (CSE). This context of study prompts the following research questions:
a) How is the 1x1 program being implemented in the 3 schools? Does it present differences in its implementation when the 3 schools allegedly have the same technical characteristics?
b) How have the concepts of teaching and learning been affected by the 1x1 program? How are specific languages taught and learnt under the 1x1?
c) How have school literacy practices been impacted by the program? Are there events of pedagogical innovation regarding literacy and digital literacy?
The study is framed within the New Literacy Studies (Street, 1993; Barton & Hamilton, 1998; Cassany, 2006) as it takes on a sociocultural perspective to study reading and writing events in a particular community of practice. Also, we consider two related research fields: New Literacies (Lankshear & Knobel, 2011; Cassany, 2012) providing a conceptual frame for understanding technology, digital culture and literacy; and educational ethnography as analytical framework for teaching practices (Green & Bloom, 1997; Bertely, 2000; Rockwell, 2009).
Method
Expected Outcomes
References
Alonso, C., Guitert, M., Romeu, T (2014). Los entornos 1x1 en Cataluña. Entre las expectativas de las políticas educativas y las voces del profesorado. In Educar, vol. 50/1 pp. 41-64. Area, M. (2011). Los efectos del modelo 1:1 en el cambio educativo en las escuelas. Evidencias y desafíos para las políticas iberoamericanas. In Revista Iberoamericana de Educación, No. 56, pp. 49-74. Barton, D. & Hamilton, M. (1998). Local Literacies. Reading and writing in one community. London: Routledge. Bertely, M. (2000). Conociendo nuestras escuelas. Un acercamiento etnográfico a la cultura escolar. México: Paidós. Cassany, D. (2006). Tras las líneas. Sobre la lectura contemporánea. Barcelona: Anagrama. Cassany, D. (2012). En_línea. Leer y escribir en la red. Barcelona: Anagrama Cassany, D. (2013). ¿Cómo se lee y escribe en línea? In Revista Electrónica Leer, Escribir y Descubrir, Abril 2013, pp. 1-24. Cassany, D. & Vazquez-Calvo, B. (2014). Leer en línea en el aula. In Revista Peruana de Investigación Educativa. No. 6, pp. 63-87. Green, J. & Bloome, D. 1997. Ethnography and ethnographers of and in education: A situated perspective. In Flood, J., Heath, S. B., & Lapp, D. (Eds.), Handbook of research on teaching literacy through the communicative and visual arts. New York: Macmillan Publishers, pp. 181-202. Rockwell, E. (2009). La experiencia etnográfica. Historia y cultura en los procesos educativos. Buenos Aires: Paidós. Street, B. (ed.) (1993). Cross-Cultural Approaches to Literacy. Cambridge: Cambridge University Press. Warschauer, Mark (2009). Learning to Write in the Laptop Classroom . Writing & Pedagogy, Vol. 1, No. 1, pp. 101-112. Available at: http://www.equinoxpub.com/journals/index.php/WAP/article/view/4886. Date accessed: 28 Jan. 2015 doi:10.1558/wap.v1i1.101.
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