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 language | English |
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Pages (from-to) | 1-18 |
Number of pages | 18 |
Journal | Technology, Pedagogy and Education |
Volume | 25 |
Issue number | 1 |
Early online date | 1 Dec 2014 |
DOIs | |
Publication status | Published - Jan 2016 |
Keywords
- pedagogy
- Basil Bernstein
- pedagogic discourse
- ICT
- Web 1.0
- recontextualising field
- visible pedagogy
- invisible pedagogy
- InterActive project
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Profiles
-
Dr Neil R Ingram
- School of Education - Senior Lecturer in Science Education (Biology)
Person: Academic