Pre-teens’ informal learning with ICT and Web 2.0

Finally published online in Technology, Pedagogy and Education is our article on informal learning at primary school level. The research study focused on two groups of self-motivated learners, including one set who had set up their own Scratch programming club, and another group who belonged to a lunchtime robot-building club run by a parent.

The creative approaches to informal learning that these pre-teens used when working with new technology at home, contrasted with the approaches that they were able to use within school. Their strategies of using different devices, collaborating with others both face-to-face and electronically, and consulting a range of websites were all constrained in school settings. Other constraints were associated with their age – for example, their lack of access to credit cards made online purchases a complicated procedure, and many of their decisions about use of technology were related to a lack of money to spend. They were also limited by parental constraints and legal constraints to a much greater extent than children only a few years older.

While other studies have focused on differences in use of technology for learning at age 11, when children move from primary to secondary school, this study suggests that a more significant shift in use of technology for learning takes place at age 13.

Ferguson, Rebecca; Faulkner, Dorothy; Whitelock, Denise and Sheehy, Kieron (2014). Pre-teens’ informal learning with ICT and Web 2.0. Technology, Pedagogy and Education http://www.tandfonline.com/doi/abs/10.1080/1475939X.2013.870596#.UtWYzmTuKjE

Abstract

ICT and Web 2.0 have the potential to impact on learning by supporting enquiry, new literacies, collaboration and publication. Restrictions on the use of these tools within schools, primarily due to concerns about discipline and child safety, make it difficult to make full use of this potential in formal educational settings. Studies of children at different stages of schooling have highlighted a wider range of ICT use outside school, where it can be used to support informal learning. The study reported here looks beyond the broad categories of primary and secondary education and investigates the distinctive elements of pre-teens’ use of ICT to support informal learning. Nineteen children aged 10 and 11 participated in focus groups and produced visual representations of ICT and Web 2.0 resources they used to support their informal learning. Thematic analysis of this data showed that pre-teens respond to a range of age-related constraints on their use of ICT. Inside formal education, these constraints appear similar at primary and secondary levels. Out of school, regulation is more age specific, contributing to the development of tensions around use of ICT as children approach their teenage years. These tensions and constraints shape the ways in which children aged 10 to 11 engage in formal and informal learning, particularly their methods of communication and their pressing need to develop evaluation skills.

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