For most of us, discussion about learning is inextricably related to formal education systems. However, any interest in the role of ICTs in children’s learning forces the recognition that many children are immersed in ICT-related activities in their homes and with their friends. This recognition requires us to acknowledge a wider ecology of education where schools,homes, playtime, the library and the museum all play their part. This review focuses specifically on children's informal learning with technologies outside school. This review, then, will begin by discussing the key theoretical approaches to learning that have emerged through studies of learning in alternative settings and with ICTs and then go on to map out the landscape of children and young people's access to and use of digital technologies outside school. The review will then draw out key characteristics of children's informal learning with digital technologies through case study examples before, in the final section, offering a synthesis of the theoretical and policy implications of such studies.

Literature Review in Informal Learning with Technology Outside School

A Phenomenological Study: Experiences of Chinese Students Using Educational Technology in American Universities

The present work had as objective the creation of an electronic didactic sequence with adaptive tests in a teaching platform with contents of Ecology and the verification of its effectiveness to help promote the significant learning. The study population was represented by 23 students of the 6th grade of Elementary School - final series of a Municipal School, Brazil. For the development of the electronic didactic sequence in the platform, it was necessary to create a study material and adaptive tests for each content and the ordering of the contents in the logical sequence of presentation. From the results of the adaptive tests we can see that the majority of the students lived up to expectations, having to perform the tests only once, showing that they were able to apprehend the content well and showing that the integration of digital technologies into teaching can contribute to a more meaningful learning, and manifest in them a predisposition to learn.

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Sequência didática eletrônica com testes adaptativos para o ensino de Ecologia do Ensino Fundamental numa plataforma de ensino

L'usage des technologies digitales en support a la transformation digitale permet aux organisations d'ameliorer leurs performances strategique et operationnelle, mais recele egalement des risques de securite, de surdimensionnement ou de perte de controle entre autres. Si le management de ces risques est essentiel pour favoriser le succes de la transformation digitale d'une entreprise, aucune recherche ne propose un cadre integrateur permettant de les gerer. Cette etude apporte une reponse preliminaire a ce gap en proposant une caracterisation des risques d'usage des technologies digitales, qui constitue une etape fondamentale pour concevoir un modele de management de ces risques. Dans ce sens, nous nous sommes appuyes sur une revue de litterature approfondie et une etude empirique menee suivant une approche Delphi aupres de cinq experts en transformation digitale. Nos resultats permettent de caracteriser les risques selon leurs natures en trois classes globales, mais aussi d'identifier les risques particuliers lies a l'usage de chaque technologie digitale dans le spectre des technologies SMAC et DARQ. Les implications theoriques et pratiques ainsi qu'un agenda de recherche sont discutes en conclusion de ce papier.

https://hal.archives-ouvertes.fr/hal-02830501/document

Caractérisation des risques d'usage des technologies digitales en vue d'une transformation digitale réussie : prémisses d'une étude exploratoire

This paper investigates the effects of learner training for CALL general use tools on students whose digital literacy is lower than that assumed by the New Zealand university system they are prepar ...

The Effect of Learner Training on the Use of Digital Tools to Support English Writing Skills

Digital technologies are being increasingly used in wider society including in educational settings. There are many examples that illustrate how universities embed technology enhanced learning within their educational provision. However there has been less research and evaluation of how these and other readily available technology based resources are being used in practice by students. This study aims to provide an in depth understanding of how a specific subset of higher education students, international STEM undergraduates in a large UK university are using digital technologies to support their studies. The results of a survey with a small group of students are reported. Initial findings show that students use technology in both formal and informal settings drawing on university resources but also other widely available resources. They are also routinely using more than one device to support their studies. Although they often use technology to support collaborative learning, more formal systems such as university provided discussion forums are not widely used. The results suggest that higher education should evaluate its use of digital technology and digital learning environments to determine if they are fully supporting their learners’ needs and are effective. Furthermore higher education should consider how students are already using other widely available digital technology resources to support their learning and what they can learn from this to inform their own programme design and delivery.

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Sanaa Aljabali

Papers

Investigation into Undergraduate International Students' Use of Digital Technology and Their Application in Formal and Informal Settings.