Exchanging online narratives for leisure : A legitimate learning space
- Authors: Johnson, Nicola
- Date: 2009
- Type: Text , Journal article
- Relation: The International Journal of Emerging Technologies and Society Vol. 7, no. 1 (2009 2009), p. 15-27
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- Description: Abstract: The Story Exchange section of the Sims 2 website offers Sims 2 players a forum to read and review other players' original stories which they have written while playing The Sims 2. This article draws on interview data from Sarah, a 15-year-old female involved in reading and evaluating these online stories. Analysis of Sarah's experiences in playing The Sims 2 and using the Story Exchange website suggest that players who engage with these particular online narratives determine quality indicators of the stories, without guidance or instruction from external structures or authorities. Following this point, this Story Exchange is presented not only as an avenue of leisure, pleasure and informal learning, but one that is out of alignment with structures and institutions of formal schooling. This article argues that sites such as these should be read as legitimate learning spaces.
From digital literacy to digital competence: the teacher digital competency (TDC) framework
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Journal article
- Relation: Educational Technology Research and Development Vol. 68, no. 5 (2020), p. 2449-2472
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- Description: Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.