n Education as Change - Generative use of computers : promoting critical outcomes of the South African curriculum
|Article Title||Generative use of computers : promoting critical outcomes of the South African curriculum|
|© Publisher:||UNISA Press|
|Journal||Education as Change|
|Author||Andre Du Plessis and Paul Webb|
|Publication Date||Jul 2008|
|Pages||15 - 27|
|Keyword(s)||Activity theory, Audience, Authentic learning, Cooperation, Critical outcomes, Generative, Hypermedia, ICT, Learning as design, NCS, Optimal flow, Ownership, Project management and Project-learning|
ISI Social Science
In this study we focus on the development of the critical outcomes of the South African National Curriculum Statement via a generative use of computers approach developed within a framework of learning as design, Csikszentmihalyi's notion of optimal flow and Activity Theory. The strategy aimed at introducing a sense of novelty, developing cooperation, providing a structure to analyse data and solve problems, as well as enabling learners to use technology. Data were generated via a questionnaire, interviews, learner journals, observational notes, learner artefacts and evaluation reports. These data suggest that the generative use of computers within a hypermedia project-based learning approach was successful in terms of helping to develop Grade 6 learners to be creative-critical-effective problem solvers, collaborators, responsible persons, collectors and analyzers of information, effective communicators and informed and skilled users of science and technology. Although not an explicit objective of the project, it became apparent that the learners had also developed a higher level of awareness of the notion of audience and significance of evidence during the course of the intervention. The dynamics of the strategy are considered in the light of Activity Theory as applied to ICT integrated classrooms.
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