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The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

Interactive Education: Teaching and Learning in the Information Age

Grant reference: L139251060

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Journal article details

TLRP: InterActive education: teaching and learning in the information age
This Special Issue is devoted to the Teaching and Learning Research Programme’s project “InterActive Education”. The overall aim of this research project was to examine the ways in which ICT can be used in educational settings to enhance teaching and learning. The InterActive Education project was framed broadly by socio-cultural theory which emphasises the notion that human action is interactive and is fundamentally connected to ‘social and cognitive tools’ A holistic approach was taken, examining learning with ICT at both the level of learner and classroom, and the learner in outside school settings, being careful to take into account the institutional and societal factors which structure learning (Sutherland et al., 2004). The project centred around developing research partnerships between teachers, teacher educators and researchers in order to design researchable learning environments which were supported by research on teaching and learning. From the outset partnerships were established with ten institutions (one further education college, five secondary schools and four primary schools). The first paper, by John and Sutherland provides an overview of the research project and an introduction to the Special Issue. The rest of the papers in this special edition variously apprehend the concept of affordance by focusing on the ways in which ICT tools can enhance classroom learning. In this sense the work presented is collectively concerned with cultural and pedagogic processes rather than with the descriptive category that ICT has come to represent. Gall and Breeze in their paper on musical composition and the multimodal affordances of specialised technologies provide an account of the processes and outcomes of music activity in typical classrooms. John’s paper is an attempt to get to grips with the often problematic relationship between school subject culture, pedagogy and new technologies. Using Bernstein’s concepts of the sacred and the profane, his analysis highlights the ways in which both consonance and dissonance develop within school subject cultures when ICT is introduced into the pedagogic equation. Finally, the paper by Taylor, Lazarus and Cole presents the idea of a writing frame being adapted and customised so that the linguistic structure of German might be better understood and used in more transactional tasks Attached file: Table of contents with links to each of the TLRP papers and a full-text reproduction of the Introduction (by kind permission of Routledge/Taylor and Francis)
Original Document

Primary contributor

Author R Sutherland

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