Work

Powerful knowledge, transposition/transformation and ICT: an empirical study across school subjects in primary education

Year: 2023

Type: article

Abstract: This article presents a study that analyses the types of activity used to teach the curriculum in primary education, and the use made accordingly of digital and analogue resources. The research’s purpose was to discover whether there are any differentiated patterns of activity in the teaching of these subjects, and whether they are linked to the use of ICT/non-ICT resources. A multiple case study was conducted with 10 primary teachers, with three schooldays being recorded over the 2018–2019 school year, which provided 132 hours of recordings. The research design involved the use of mixed methods. The results reveal a differentiated use of patterns of activity linked to the subjects that make up the curriculum in primary education, as well as a differentiated use of ICT and non-ICT resources when teaching these subjects. The study includes the need to investigate the process of transforming/transposing the academic content into effective classroom teaching practices.

Source: Cambridge Journal of Education

DOI: 10.1080/0305764x.2023.2215185

Authors: Elena Ramírez, Jorge Martín-Domínguez, Inés Rodríguez, Alicia Pérez González, Inmaculada Martín-Sánchez

Institution: Universidad de Salamanca

Language: English

Topic: Education and Technology Integration

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funders: Ministerio de Ciencia, Innovación y Universidades, Ministerio de Ciencia e Innovación