Time past: impacts of ICT on the pedagogic discourse in the Interactive project

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Abstract

Basil Bernstein’s model of pedagogic discourse describes the power relations and fields of influence in schools. Here the model is described and developed to take account of ICT-mediated teaching, and is used to consider evidence from the InterActive project undertaken by the University of Bristol in 2000-2004. The model provides insights and explanations for the successful, and less successful, uses of ICT in that project. ICT is presented as a ‘recontextualising field’ that exerts influence by facilitating communication, association, reproduction and transformation within the discourse. These processes tend to favour ‘invisible’ pedagogies: collaborative modes of working with shared competences, where the teacher is a facilitator. This contrasts with ‘visible’ pedagogies that favour individual performances, with the teacher as the voice of authority and controller of the discourse.
Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalTechnology, Pedagogy and Education
Volume25
Issue number1
Early online date1 Dec 2014
DOIs
Publication statusPublished - Jan 2016

Keywords

  • pedagogy
  • Basil Bernstein
  • pedagogic discourse
  • ICT
  • Web 1.0
  • recontextualising field
  • visible pedagogy
  • invisible pedagogy
  • InterActive project

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