Group items tagged

So it is not so much the amount of time spent on using a computer, or even the novelty of using one, or even the type of technologies implemented that is significant but rather, it is the types of educational uses to which ICTs are applied that hold the potential to foster learning. We aim to highlight the importance of the different types of educational uses of ICT according to the learners' engagement by proposing a five-level hierarchy in the P-PM.

Participatory knowledge co-creation engages the participants not only in an interactive and socio-constructive situation, but also engages learners in the identification, understanding, and problem-solving processes of a problematic situation within their learning or neighborhood community, linking the team-based co-creation process with a participatory process wherein a team of learners engages in their learning community in order to improve a real-world problem or valuing community initiatives

Such original productions then become digital media artifacts, such as textual (e.g. when posted to a wiki), audiovisual (e.g. interactive video), multimedia (e.g. digital storytelling), or a programmed artifact (e.g. Scratch visual programming).

engages learners in the identification, understanding, and problem-solving processes of a problematic situation within their learning or neighborhood community. This level links the team-based co-creation process with a participatory process wherein a team of learners engages in their learning community in order to improve a real-world problem or valuing community initiatives.

Engaging in creative and co-creative usages of ICTs do not necessarily require a high-level technological investment.

repurposing non-educational technologies