新作坊 Humanity Innovation and Social Practice

iPads as placed resources: forging community in online and offline spaces

摘要：

In this article, the authors offer an alternative picture of "community literacies" by exploring how community shape-shifts in online and offline spaces, thereby offering a picture of a digitally mediated community driven by a desire to practice Web 2.0 pedagogy. The community presented in the article is a blog space populated by teachers, administrators, and researchers working together to understand digital language arts practices and multimodal epistemologies. There is a tendency in media and in literature to romanticize technologies like iPads as a panacea, an answer to the challenge of 21st-century literacy education. Prinsloo's notion of new technologies as placed resources is helpful to contextualize where, how, when, and in what ways these networked artifacts are used and understood. The conclusions that the authors are left with in light of this research are interesting in themselves, yet they do not entirely capture the role of community and the local within digitally mediated language arts instruction.

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在多倫多市外的一所小學，在研究團隊的支持下，兩名老師嘗試使用iPad作為工具進行識字教學。本文即在探討，在教學中引入iPad後：1.老師跟學生有了什麼樣的體驗。2.老師在教學上又學習到了什麼？並有了什麼樣的改變？3.群體是如何在實踐中凝聚，而數位媒體又對課堂造成了什麼樣的轉變。 本研究的研究方法本身也是以數位化的方式進行。他們架設了半公開的部落格讓現場實作的老師撰寫教學日誌。研究者除做出回應外，並會建議適當的應用體跟研究文章已協助教學。 研究顯示，應用iPad能夠1.消除教室中的階層關係，並凝聚成一個群體。學生之間會彼此教導使用技巧，甚至會主動教導老師。學生不僅僅是按照老師的要求做事，而是更主動的學習。2.兩位老師也在教學中不斷反思要如何去適應iPad跟應用軟體。3相對於單獨進行的紙筆作業，在應用軟體的協助下iPad創造了知識分享的空間。4.iPad也被帶到其他課程中，並自發、原創地在學習中帶入出新的內容跟技巧。