Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects
This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The metho...
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European Research Network Vocational Education and Training (VETNET)
2014-12-01
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doaj-ba1b118d66fc404b905c8f7b44869cb72020-11-25T01:50:33ZengEuropean Research Network Vocational Education and Training (VETNET)International Journal for Research in Vocational Education and Training2197-86382197-86462014-12-011210.13152/IJRVET.1.2.3Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning ProjectsEvode Mukama0University of Rwanda, College of Education This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists, and the wider community. https://journals.sub.uni-hamburg.de/hup2/IJRVET/article/view/34Community of learning/inquirytechnology-based learning projectsociocultural proximityRwandaICT in educationknowledge construction |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Evode Mukama |
spellingShingle |
Evode Mukama Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects International Journal for Research in Vocational Education and Training Community of learning/inquiry technology-based learning project sociocultural proximity Rwanda ICT in education knowledge construction |
author_facet |
Evode Mukama |
author_sort |
Evode Mukama |
title |
Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects |
title_short |
Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects |
title_full |
Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects |
title_fullStr |
Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects |
title_full_unstemmed |
Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects |
title_sort |
bringing technology to students’ proximity: a sociocultural account of technology-based learning projects |
publisher |
European Research Network Vocational Education and Training (VETNET) |
series |
International Journal for Research in Vocational Education and Training |
issn |
2197-8638 2197-8646 |
publishDate |
2014-12-01 |
description |
This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists, and the wider community.
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topic |
Community of learning/inquiry technology-based learning project sociocultural proximity Rwanda ICT in education knowledge construction |
url |
https://journals.sub.uni-hamburg.de/hup2/IJRVET/article/view/34 |
work_keys_str_mv |
AT evodemukama bringingtechnologytostudentsproximityasocioculturalaccountoftechnologybasedlearningprojects |
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1725001297919213568 |