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Learning Designs: An Analysis of Youth-Initiated Technology Use
ARTICLE

Journal of Research on Technology in Education Volume 41, Number 1, ISSN 1539-1523

Abstract

Researchers espouse that youth are learning differently than any other generation. Many researchers believe that because youth are leading the way with technology, their technology practices impact the way that they connect with the world around them. As a result, educators examine how to successfully engage youth in learning by understanding how to tap their technology practices. This study utilizes a sociotechnical framework to bring to light emergent structures of participation during student-teacher instant messaging interactions to support learning. Analysis illuminates three emergent and fluid participation structures. These structures reflect both pedagogical models and the most current literature on how people learn.

Citation

DeGennaro, D. (2008). Learning Designs: An Analysis of Youth-Initiated Technology Use. Journal of Research on Technology in Education, 41(1), 1-20. Retrieved September 24, 2020 from .

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