Technoliteracy and learning: An analysis of the quality of knowledge in electronic representations of understanding

Abstract 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.

[1]  J. Mayes,et al.  Cognitive Tools: a Suitable Case for Learning , 1992 .

[2]  Karen Littleton,et al.  Social Processes in Children's Learning: Cambridge Studies in Cognitive and Perceptual Development , 2000 .

[3]  N. Mercer,et al.  Is “exploratory talk” productive talk? , 1999 .

[4]  Min Liu,et al.  The Effects of Students' Computer-Based Prior Experiences and Instructional Exposures on the Application of Hypermedia-Related Mental Models , 1996 .

[5]  B. Somekh,et al.  Using Information Technology effectively in teaching and learning : studies in pre-service and in-service teacher education , 1997 .

[6]  S. Michaels,et al.  A pedagogy of Multiliteracies Designing Social Futures , 1996 .

[7]  Neil Mercer,et al.  The Guided Construction of Knowledge: Talk Amongst Teachers and Learners , 1995 .

[8]  Joseph Krajcik,et al.  Concept maps as a heuristic for science curriculum development: Toward improvement in process and product , 1990 .

[9]  Jean Underwood,et al.  Task effects on co-operative and collaborative learning with computers , 1999 .

[10]  Annemarie Hauf,et al.  Computers in education , 1983 .

[11]  David Bolter.  Topographic writing: hypertext and the electronic writing space , 1991 .

[12]  Kevin F. Collis,et al.  Evaluating the Quality of Learning: The SOLO Taxonomy , 1977 .

[13]  C A Nelson,et al.  Learning to Learn , 2017, Encyclopedia of Machine Learning and Data Mining.

[14]  P. Delany,et al.  Hypermedia and literary studies , 1991 .

[15]  David H. Jonassen,et al.  What are Cognitive Tools , 1992 .

[16]  Gary B. Shelly,et al.  Microsoft Office , 1995 .

[17]  Karen Littleton,et al.  Learning with computers: analysing productive interaction , 1999 .

[18]  Peter A. Rubba,et al.  AN EXPLORATION OF THE CONCEPT MAP AS AN INTERVIEW TOOL TO FACILITATE THE EXTERNALIZATION OF STUDENTS' UNDERSTANDINGS ABOUT GLOBAL ATMOSPHERIC CHANGE , 1998 .

[19]  David H. Jonassen,et al.  Learning with Technology: A Constructivist Perspective , 1998 .

[20]  E. Yalow.  On Educational psychology: A cognitive view. , 1979 .

[21]  Piet Kommers,et al.  Cognitive Tools for Learning , 2001, NATO ASI Series.

[22]  Gordon Wells.  Inquiry as an Orientation for Learning, Teaching and Teacher Education , 2008 .

[23]  Nick Hammond,et al.  Computer-based tools to support learning from hypertext: concept mapping tools and beyond , 1994 .

[24]  David H. Jonassen,et al.  Supporting Communities of Learners with Technology: A Vision for Integrating Technology with Learning in Schools. , 1995 .

[25]  G. Wells,et al.  Learning for Life in the 21st Century , 2002 .

[26]  H. Pillay.  An analysis of knowledge representation of students in electronic problem tasks , 1999 .

[27]  Richard Lehrer,et al.  Learning by Designing Hypermedia Documents , 1994, Planning Continuing Professional Development.

[28]  H. Pillay,et al.  Reclaiming Teacher Agency in a Student-Centred Digital World , 2002 .