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- Booth, Shirley, et al.
(författare)
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Approaching Higher Education: A Life-World Story of Home-Places, Work-Places and Learn-Places
- 2010
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Ingår i: Gender issues in learning and working with information technology: Social constructs and cultural contexts. - Hershey, NJ : IGG Global. ; , s. 173-192
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Bokkapitel (refereegranskat)abstract
- The chapter tells of two women with low educational qualifications who embark on a journey into higher education by taking a distance course to introduce them to and induct them into academic practices, under the auspices of their trades union. In order to analyse and describe their learning, we look more closely at their contexts for learning, their life-worlds, using the conceptual framework of life-world phenomenology. Learning, in this case, means learning to find their place in higher education, and we place this against a background of the variation of ways in which the whole cohort of students was found to conceptualize the university. Grounded in an analysis of two interviews and written course assignments, we find superficial similarities and deep differences in their journey into higher education, and we give consideration to this from a gendered perspective.
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| 2. |
- Booth, Shirley, et al.
(författare)
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Paths of learning—the joint constitution of insights
- 2012
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Ingår i: Learning Mathematics: From Hierarchies to Networks. - : Routledge. - 0203016467 ; , s. 62-82
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In a junior school in a Stockholm suburb four groups of 11-year-olds are pondering a task given to them in writing (Wistedt and Martinsson, 1996, p. 176): Charlie ponders, and so do the other children. In three consecutive questions given in a small, illustrated booklet they are asked to give answers to the question: Exactly how big a part is needed for each of (A) the advent candle-sticks, (B) the small candlesticks, and (C) the bookends? The pupils are asked to give their answers in decimal form.
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| 3. |
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Gender issues in learning and working with information technology: social constructs and cultural contexts
- 2010
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Gender Differences in Learning and Working with Technology: Social Constructs and Cultural Contexts discusses the social studies of information technology, specifically how IT skills are learned and how such skills are gendered. This book draws upon the disciplines of sociology, education, cultural and media studies, and gender studies, using a variety of research methods and theoretical perspectives to approach gender and IT in different contexts: education settings, work settings and everyday life. This unique reference source brings to light gender relations and IT, examining them in a multidimensional way. Gender, equity, learning, and information technology can intersect to form a theoretical and abstract field of knowledge emanating from very real, concrete, lived experiences.
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| 4. |
- Gulz, Agneta, et al.
(författare)
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Challenging Gender Stereotypes using Virtual Pedagocical Characters
- 2010
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Ingår i: Gender Issues in Learning and Working with Information Technology: Social Constructs and Cultural Contexts. - : IGI Global. - 9781615208135
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores motivational and cognitive effects of more neutral or androgynous-looking versus more feminine-looking and masculine-looking virtual characters. A user study is presented, in which 158 students, aged 17-19, encountered four virtual characters that were visually manipulated to represent gender stereotypicality versus androgyny. On the one hand we explored students’ attitudes towards the different characters as seen in how they ranked them as preferred presenters and articulated their arguments for doing so. On the other hand we looked for patterns as to which character(s) influenced female and male students most positively with respect to their attitude towards a university level computer engineering programme. Results from the study are presented and discussed. We conclude by pointing towards future research and potential within the area.
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| 5. |
- Ingerman, Åke, 1973, et al.
(författare)
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On the exploration, expansion and expression of experiencing technological systems across contexts: learning technology in the Swedish compulsory school
- 2012
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Ingår i: The EARLI SIG9 conference, Jönköping, Sweden, 27-28 August 2012.
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Konferensbidrag (refereegranskat)abstract
- In the phenomenographic tradition, the process of learning is usually described as becoming capable of discerning a phenomenon in qualitatively new ways. In a project that focuses on what it takes and means to learn technological systems, we will study the relationship between learning in this sense, and the variation and invariance in the moment-to-moment manifestation of such an emerging capability. The object of learning, technological systems, comprises complex systems of technical and human components that facilitate much of the experienced needs of modern society, constituted of the transformation and transport of matter, energy and information. The context of the study is the Swedish compulsory school. To allow for such a detailed investigation, the empirical design includes a teaching plan, jointly developed by involved teachers and researchers, which leads to a variation of pedagogical activities across contexts in which different technological systems may be encountered. The design includes the collection and analysis of video and audio data, and discussions with teachers and students. The different communicative situations which focus on technological systems are bound together by the individuals involved, who are working, collaboratively as well as individually, to develop their experience of technological systems. The presentation focus challenges and open questions.
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| 6. |
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| 7. |
- Ingerman, Åke, 1973, et al.
(författare)
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Technological systems across contexts: Designing and exploring learning possiblities in Swedish compulsory technology education
- 2012
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Ingår i: Technology Education in the 21st Century, Proceedings from the PATT 26 Conference, Stockholm, Sweden 26-30 June 2012, Edited by Thomas Ginner, Jonas Hallström, Magnus Hultén. - 1650-3740. - 9789175198491 ; , s. 232-238
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Konferensbidrag (refereegranskat)abstract
- In the world we live in there are powerful broad frameworks for understanding specific objects, relationships and events. This paper focuses the learning and understanding of one such frame- work, namely, technological systems, which are complex systems of technical and human compo- nents that facilitate much of the experienced needs of modern society. Technological systems are constituted of transformation and transport, acting on matter, energy and information. This paper outlines a larger project, which is expected to contribute substantially to a pedagogical knowledge base for systems thinking in technology. The specific focus of the paper will be the first step in the project – the development of a design for learning technological systems in Swedish compulsory school based on previous empirical studies as well as theoretical principles. The core of that design revolves around creating patterns of variation supporting the separation and differentiation in and between four empirically identified dimensions of variation: resource, intention, internal struc- ture and external structure. It also includes patterns of variation that support the fusion of these dimensions and simultaneous awareness of several different technological systems, focusing their systemic nature.
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