When the Learner is in Charge: Student Technological Literacy Patterns
Dorothy Valcarcel Craig, Middle Tennessee State University, United States
WebNet World Conference on the WWW and Internet, in Honolulu, Hawaii Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The study examined technological literacy patterns and the process of inquiry in a student-centered summer program designed around student research and Internet use. Five case studies consisted of various configurations of fifth grade students from a variety of educational backgrounds. A qualitative approach to research was implemented using grounded theory and the constant comparative method of data analysis. Date in the form of observational field notes, transcripts of video and audiotapes resulting from each of the daily sessions revealed interesting findings regarding emergent technological literacy, "computer talk," work patterns, and the process students followed as they conducted technology-assisted inquiry. Pronounced differences between male and female participants showed variation and specific preferences to project design, inquiry, Internet usage, and group configurations. Results of the study are offered to classroom teachers as implications for instructional practices in computer-enhanced classrooms.
Craig, D.V. (1999). When the Learner is in Charge: Student Technological Literacy Patterns. In Proceedings of WebNet World Conference on the WWW and Internet 1999 (pp. 258-261). Honolulu, Hawaii: Association for the Advancement of Computing in Education (AACE).
© 1999 Association for the Advancement of Computing in Education (AACE)