ERG SES D 04, Interactive Poster Session
This research work addresses the meaning and scope of digital technologies implementation in rural schools, specifically through classroom work. Sizes the importance of applying digital technologies to the pedagogical process of rural areas in Colombia, and enquires about the approval of useful knowledge for children and their families to act in face of the challenges proposed by the XXI century
Explores which skills -appropriate for interacting and performing in the XXI century- surface and build when fifth grade students from rural schools make use of various digital devices in the classroom
It’s focus of analysis is in the following categories:
Technical capabilities – instrumental
Development and personal growth capabilities
Innovation and creative capabilities
Communication, notion of globality and collaboration capabilities
Its concern is to answer what and how, and suggests a look to reality in which participants, through their everyday life and daily practice (specially students, parents and teachers), actively structure the world and the elements that constitute it. The work addresses knowledge’s social nature and considers the social conditions of its production. It also enquires about the teaching and learning processes, and how interaction and innovation are built.
From a construccionist perspective and using Marshall y Cox (2008,) point of view, the work “examines changes in the way learning takes place… Research in that theoretical tradition asks ‘What was learned?’… and the answers provided by pupils are viewed as indices of the effectiveness of curricular design as an instructional tool and/or the impact of that design on learners” . It answers the what and how in practice, and it proposes to understand the pedagogical experience, at the 5th grade school rooms and from the learners point of view using digital technologies As Selwyn says, digital technologies “fit nearly with the constructivist view” (Selwyn, 2011a, p. 26). It is an ethnographic study with a cualitative emphasis that make use of case studies to discover meanings, worlds, concepts and actions that produce changes in terms of the abilities that society demands to the young learners. The methodology is also a contribution to a social process of collective knowledge construction (Selwyn, 2011) when dealing with the reltionship between family, schools and learning: a community of learning. Peasants have opportunities in a digital society.
The work shows how education, and specifically the rural school, can overcome gaps and build a country by making use of the means offered by the digital. It also displays how the process of digital literacy -use and usage of CIT in learning- in rural territory, surpasses the school borders and extends their horizon of action to environments such as the family’s and community’s.
I will mention the writings of six authors as the most important references of my work: R. Boix, K Borgnakke, L. Ito, N. Law, S. Livingstone, and J. Sancho.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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