Portable Tablets in Science Museum Learning: Options and Obstacles
Tóm tắt
Despite the increasing use of portable tablets in learning, their impact has received little attention in research. In five different projects, this media-ethnographic and design-based analysis of the use of portable tablets as a learning resource in science museums investigates how young people’s learning with portable tablets matches the intentions of the museums. By applying media and information literacy (MIL) components as analytical dimensions, a pattern of discrepancies between young people’s expectations, their actual learning and the museums’ approaches to framing such learning is identified. It is argued that, paradoxically, museums’ decisions to innovate by introducing new technologies, such as portable tablets, and new pedagogies to support them conflict with many young people’s traditional ideas of museums and learning. The assessment of the implications of museums’ integration of portable tablets indicates that in making pedagogical transformations to accommodate new technologies, museums risk opposing didactic intention if pedagogies do not sufficiently attend to young learners’ systemic expectations to learning and to their expectations to the digital experience influenced by their leisure use.
Tài liệu tham khảo
Van den J, Akker, Gravemeijer, K, McKenney, S and Nieveen, N (eds.) (2010). Educational design research, Routledge.
Barab S, Squire K (2004) Design-based research: putting a stake in the ground. Journal of the Learning Sciences 13(1):1–14
Bamberger Y, Tal T (2008) An experience for the lifelong journey: the long-term effect of a class visit to a science center. Visitor Studies 11(2):198–212
Bell P, Lewenstein B, Shouse AW, Feder MA (2009) Learning science in informal environments: people, places, and pursuits. National Academies Press, Washington, DC
Brown-Martin, G (2010). iPad—a game changer for learning?, Learning Without Frontiers, available online at: http://learningwithoutfrontiers.squarespace.com/blog/2010/11/23/ipad-a-game-changer-for-learning.html (accessed on 26 june 2015).
Cochrane T, Narayan V, OldField J (2013) iPadagogy: appropriating the iPad within pedagogical contexts. International Journal of Mobile Learning and Organisation 7(1):48–65
Charitonos K, Blake C, Scanlon E, Jones A (2012) Museum learning via social and mobile technologies: (how) can online interactions enhance the visitor experience? Br J Educ Technol 43(5):802–819
Crook C (2012) The ‘digital native’ in context: tensions associated with importing Web 2.0 practices into the school setting. Oxf Rev Educ 38(1):63–80
Crowley, K and Jacobs, M (2002). Building islands of expertise in everyday family activity. In: Leinhardt, Gaea, Crowley, Kevin and Knutson, Kevin (Eds.), Learning conversations in museums, 333–356, NJ: Lawrence Erlbaum Associates.
Danish Broadcasting Corporation Research Group (2015). Annual report on development in media use 2014, available online at: http://www.dr.dk/NR/rdonlyres/D8F466AE-9EFB-4617-B8CD-5737425911FD/6062535/DR_Medieudviklingen_2014.pdf (accessed on 27 april 2015).
Drotner K, Erstad O (2014) Inclusive media literacies: interlacing media studies and education studies. International Journal of Learning and Media 4(2):19–34
Drotner K, Kobbernagel C (2014) Toppling hierarchies? Media and information literacies, ethnicity, and performative media practices, Learning. Media and Technology 39(4):409–428
Drotner, K, Jensen, HS and Schrøder, KC (eds.)(2008). Informal learning and digital media. Cambridge Scholars Press, Cambridge.
Erstad, O and Amdam, S (2013). From protection to public participation—a review of research literature on media literacy, javnost—the public 20:2, 83–98
Falk JH, Dierking LD (1997) School field trips: assessing their long-term impact. Curator: The Museum Journal 3:211–218
Gibson JJ (1979) The ecological approach to visual perception. Houghton Mifflin, Boston
Halverson ER, Gibbons D, Copeland S, Bass MB (2014) What makes a youth-produced film good? The youth audience perspective. Learning Media and Technology 39(3):386–403
Hauser W, Noschka-Roos A, Reussner E, Zahn C (2009) Design-based research on digital media in a museum environment. Visitor Studies 12(2):182–198
Jahnke I, Kumar S (2014) Digital didactical designs: teachers’ integration of iPads for learning-centered processes. Journal of Digital Learning in Teacher Education 30(3):81–88
Kean T, Lang C, Pilgrim C (2013) Pedagogy! iPadology! Netbookology! Learning with mobile devices. Australian Educational Computing 27(2):29–33
Kobbernagel, S and Drotner (2015). Danish youth museum and media use: themes and trends, DREAM: Danish Research Centre on Education and Advanced Media Materials, available online at: http://dream.dk/?q=en/node/313 (accessed on 27 april 2015).
Lange PG, Ito M (2010) Creative production. In: Ito M, Baumer S, Bittanti M, Boyd D, Cody R, Herr-Stephenson B, Horst HA (eds) Hanging out, messing around, and geeking out: kids living and learning with new media. MIT Press, Cambridge, MA, pp. 243–293
Livingstone S (2012) Critical reflections on the benefits of ICT in education. Oxf Rev Educ 38(1):9–24
Livingstone, S (2005). People living in the new media age: rethinking ‘audiences’ and ‘users’, Oxford Internet Institute/MIT Workshop: New Approaches to Research on the Social Implications of Emerging Technologies, 86–91.
Marty PF, Alemanne ND, Mendenhall A, Schellinger J (2013) Scientific inquiry, digital literacy, and mobile computing in informal learning environments, Learning. Media and Technology 38(4):407–428
Naturama (2012). Teacher's guide to evolution in Naturama, available online at: http://www.e-pages.dk/ntscenteret/31/html5/ (accessed on 1 may 2015).
Meyers EM, Erickson I, Small RV (2013) Digital literacy and informal learning environments: an introduction. Learning Media and Technology 38(4):355–367
Naismith L, Lonsdale P, Vavoula G, Sharples M (2004) Literature review in mobile technologies and learning, Futurelab Series Report 11. Futurelab, Bristol
Rushby N (2012) Editorial: an agenda for mobile learning. Br J Educ Technol 43(3):355–356
Sefton-Green, J and Erstad, O (2012). Identity, community, and learning lives in the Digital Age in Sefton-Green, Julian and Erstad, Ola (eds.) Identity, community, and learning lives in the Digital Age, transactions, technologies, and learner identity, 1, 1–20, Cambridge University Press.
Simonsen, J, Bærenholdt, JO, Büscher, M and Scheuer, JD (eds.) (2012). Design Research: Synergies from Interdisciplinary Perspectives Paperback, Routledge.
Statistics Denmark (2014). IT use in the Danish population 2014, available online at: http://www.dst.dk/da/Statistik/Publikationer/VisPub.aspx?cid=18686 (accessed on 27 April 2015).
Tallon L, Walker K (eds) (2008) Digital technologies and the museum experience: handheld guides and other media. AltaMira Press, Lanham, US
Taxén, G (2004). Introducing participatory design in museums, Proceedings Participatory Design Conference 2004, Toronto, Canada, 204–213.
Tesoriero R, Gallud JA, Lozano M, Penichet VMR (2014) Enhancing visitors’ experience in art museums using mobile technologies. Inf Syst Front 16(2):303–327
Tzibazi V (2013) Participatory action research with young people in museums. Museum Management and Curatorship 28(2):153–171
Thinley P, Reye J, Geva S (2014) Tablets (iPad) for M-learning in the context of social constructivism to institute an effective learning environment. International Journal of Interactive Mobile Technologies 8:1
UNESCO (2013). Global Media and Information Literacy Assessment Framework: country readiness and competencies, United Nations Educational, Scientific and Cultural Organization (UNESCO).
Wood DJ, Bruner JS, Ross G (1976) The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology 17
Vygotsky L (1978) Interaction between learning and development. Mind and society, pp. 79–91. Harvard University Press, Cambridge, MA
Yoon SA, Elnich K, Wang J, Van Schoonewald JB, Anderson E (2013) Scaffolding informal learning in science museums: how much is too much. Sci Educ 97(6):848–877
Zimmerman HT, Bell P (2014) Where young people see science: everyday activities connected to science. International Journal of Science Education, Part B: Communication and Public Engagement 4(1):25–53