http://hdl.handle.net/2173/31796 Tue, 18 Jun 2013 05:39:08 GMT 2013-06-18T05:39:08Z http://hdl.handle.net/2173/83746 Title: Learning transformation with technology: a question of socio-cultural contexts? Authors: Pearson, Matthew; Somekh, Bridget Abstract: There is currently strong interest among policy-makers internationally in the idea of transformative learning, and considerable evidence that existing educational institutions are not equipped to provide this kind of learning experience for young people. Definitions of transformative learning are problematic, however, and few take full account of the radical sociocultural changes resulting from the introduction of digital technologies such as the Internet, wireless connectivity and digital imaging. This paper derives from research carried out collaboratively between university-based researchers, teachers and students in four schools, spanning the age range 8-16. A working definition of transformative learning is the starting point for an investigation into new ways of planning learning events using a generic pedagogic framework derived from activity theory. The paper explores the implications of the outcomes of this empirical work, and develops a theory of transformative learning, grounded in sociocultural theories including the work of Turkle, McLuhan and Wartofsky. Description: Full-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in International Journal of Qualitative Studies in Education, published by and copyright Routledge. Sat, 01 Jul 2006 00:00:00 GMT http://hdl.handle.net/2173/83746 2006-07-01T00:00:00Z http://hdl.handle.net/2173/83745 Title: Action research: a methodology for change and development Authors: Somekh, Bridget Abstract: This book presents a fresh view of action research as a methodology uniquely suited to researching the processes of innovation and change. Drawing on twenty-five years? experience of leading or facilitating action research projects, Bridget Somekh argues that action research can be a powerful systematic intervention, which goes beyond describing, analyzing and theorizing practices to reconstruct and transform those practices. The book examines action research into change in a range of educational settings, such as schools and classrooms, university departments, and a national evaluation of technology in schools. The opening chapter presents eight methodological principles and discusses key methodological issues. The focus then turns to action research in broader contexts such as `southern? countries, health, business and management, and community development. Each chapter thereafter takes a specific research project as its starting point and critically reviews its design, relationships, knowledge outcomes, political engagement and impact. Sun, 01 Jan 2006 00:00:00 GMT http://hdl.handle.net/2173/83745 2006-01-01T00:00:00Z http://hdl.handle.net/2173/73295 Title: Access and use of technologies in the home in the UK: implications for the curriculum Authors: Lewin, Cathy Abstract: This article reports on research undertaken as part of the government initiatives to transform educational practices and raise standards through new technologies. In particular, it focuses on differences between home and school experiences of ICT use and formal/informal learning opportunities. First, the issues arising from the growing body of research-based evidence in this field are considered. Second, a discussion of the analysis of three sources of data from the ImpaCT2 project is presented: a pupil log of ICT activity undertaken at home and at school over a period of one week (including a weekend); an internet questionnaire about home and school uses for both school work and leisure pursuits; and a concept mapping task to ascertain pupils' understanding of computers in their world. The article concludes by considering the implications for the curriculum of home experiences of ICT and the benefits of informal learning with ICT. Description: Full-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in Curriculum Journal, published by and copyright Routledge. Sun, 01 Aug 2004 00:00:00 GMT http://hdl.handle.net/2173/73295 2004-08-01T00:00:00Z http://hdl.handle.net/2173/68475 Title: Broadening access to the curriculum through using technology to link home and school: a critical analysis of reforms intended to improve students' educational attainment Authors: Lewin, Cathy; Mavers, Diane; Somekh, Bridget Abstract: This article reports on a UK study identifying innovative practice in the use of ICT to link home and school and its potential for enhancing learning. It is set in the context of recent political tensions and the mismatch between ICT use in the home and traditional educational systems. The theoretical framework draws upon curriculum theories and reviews what is already known about home use of ICT. A survey was administered to schools identified for innovative models of practice in both teaching and learning, and management and administration. From the 115 responses, eight contrasting case-study schools were selected. Three exemplars highlight a shift in practices: a move towards self-directed learning; greater flexibility and autonomy for students; and improved communication between home and school. We argue that technology could support a broader access to the curriculum, but that policy-makers should be aware of the digital divide issues. Young people's home use of technology suggests a rich experience involving exploratory activities, access to knowledge and the opportunity to publish their views. Curriculum reform is essential in order to maximize the potential of technology. It demands a shift away from current curriculum and pedagogy towards critical thinking and knowledge construction. Description: This metadata relates to an electronic version of an article published in Curriculum journal, 2003, vol. 14, no. 1, pp. 23-53. Curriculum journal is available online at informaworldTM at http://www.tandf.co.uk/journals/routledge/09585176.asp Wed, 01 Jan 2003 00:00:00 GMT http://hdl.handle.net/2173/68475 2003-01-01T00:00:00Z