Learning Designs: An Analysis of Youth-Initiated Technology Use
Donna DeGennaro
University of Massachusetts-Boston
Abstract
Researchers espouse that youth are learning differently than any other generation. Many
researchers believe that because youth are leading the way with technology, their technology
practices impact the way that they connect with the world around them. As a result, educators
examine how to successfully engage youth in learning by understanding how to tap their
technology practices. This study utilizes a sociotechnical framework to bring to light emergent
structures of participation during student-teacher instant messaging interactions to support
learning. Analysis illuminates three emergent and fluid participation structures. These structures
reflect both pedagogical models and the most current literature on how people learn.
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Contributors
Donna DeGennaro's research interests center on youth technology practices
and interactions to inform innovative and emergent designs of learning environments.
She is also interested in how cognitive, social, and cultural dimensions
of learning illuminate the relationship between aspects of educational
organizations (leadership, teaching, learning, professional development) and
the adoption of technology-based innovations and learning designs.
Contact
Donna DeGennaro, PhD
University of Massachusetts-Boston
100 Morrissey Boulevard, W2-93,
Boston, MA 02125-
Copyright 2008, (International Society for Technology in Education). All rights reserved.
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