Thinking and Learning with Information and Communication Technology (ICT): Student Voices

By Greg Neal.

Published by The Technology Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper reports on a study that captures the reflective voice of students and describes their use of ICT in school learning. The focus of this paper is centered on the ways in which the student learner thinks about the use of ICT within the school curriculum. This qualitative investigation includes the use of classroom observation data and student interviews using video-stimulated recall techniques. These data provide evidence about the specific impact of ICT on the students’ thinking and learning processes. The student perspectives describe school learning opportunities in which they participate and they identify the aspects of teacher practice that they consider to enrich their learning. Direct investigations of student opinions are generally missing from the ICT and learning literature. Student evidence in this investigation indicated that they felt that there was a dominance of low-level applications in their school use of ICT. It is apparent that advancements in software applications have not necessarily transferred into school learning experiences to encourage the adoption of higher-cognitive thinking strategies in meaningful learning situations. The conclusion to this paper captures the relationship between the thinking and learning strategies described by students in relation to the literature that has emerged over recent years.

Keywords: ICT, Student Voice, Student Engagement, Middle-Years

The International Journal of Technology, Knowledge and Society, Volume 3, Issue 1, pp.83-92. Article: Print (Spiral Bound). Article: Electronic (PDF File; 530.774KB).

Dr. Greg Neal

Lecturer, School of Education, Victoria University, Melbourne, Victoria, Australia

I am a lecturer in the School of Education at Victoria University in Melbourne (Australia) and my recently completed doctoral study investigated the ways in which ICT is used to engage middle-years students in their learning. I continue to work with teachers to explore further ways in which ICT can be sucessfully integrated into learning contexts. I am also involved in addressing the education of boys with a focus on working with school clusters to develop evidence-based projects to improve boys'learning outcomes.

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