Techno-literacy and learning: An analysis of the quality of knowledge in electronic representations of understanding

Kimber, Kay, Pillay, Hitendra K., & Richards, Cameron (2007) Techno-literacy and learning: An analysis of the quality of knowledge in electronic representations of understanding. Computers and Education, 48(1), pp. 59-79.

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Recent educational research from a socio-cognitive perspective has validated students collaborative engagement with new technologies and heightened understanding of influential factors shaping the effectiveness of peer interactions, learning contexts and computer interfaces for enhancing learning. This paper focuses on an analysis of the complexity of knowledge in student-designed, electronically created texts for what they might reveal about learning with technology. It reports on a study with 17-year-old female students whose collaborative learning process in subject English was mediated by the creation of electronic concept maps and Web files to represent their developing understanding. To analyse these electronic texts, evaluative criteria templates were developed from the Structure of Observed Learning Outcomes (SOLO) taxonomy, integrating levels of understanding with the distinctive characteristics of multimodal text production. Findings indicated not just the incremental acquisition of conceptual understanding equated with cognitive change but that the level of understanding might also be positively influenced by the students length of exposure to computer-mediated learning practices. As well, the criteria templates have emerged as useful evaluative tools for classroom assessment or further research when analysis of the level of complexity of student-created, electronic artefacts is required.

Impact and interest:

17 citations in Scopus
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19 citations in Web of Science®

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491 since deposited on 18 Oct 2007
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ID Code: 7795
Item Type: Journal Article
Refereed: Yes
Keywords: Technoliteracy, Computer, mediated learning, Evaluation tools for e, learning, Collaborative learning process, Electronic representation of learning
DOI: 10.1016/j.compedu.2005.01.004
ISSN: 0360-1315
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 Elsevier
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 18 Oct 2007 00:00
Last Modified: 29 Feb 2012 13:11

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