Avatars and Toolboxes: Digital Identity and Sense of Learning in High School Adolescents
保存先:
| 著者: | , |
|---|---|
| フォーマット: | artículo |
| 状態: | Versión publicada |
| 出版日付: | 2020 |
| その他の書誌記述: | In this qualitative case study, a group of secondary school students, in a situation of academic vulnerability and social risk, were asked to develop two tasks to explore their identity as learners. The teenagers made digital infographics with an avatar (identity drawing) and a toolbox (cultural artifacts they use to learn), as well as a narrative that explains their meaning. The participants did not define themselves adolescents as problematic or with learning deficits, but they expressed a lack of motivation and inclination for school learning due to the curricular contents, the forms of teaching, and the management of school regulations. The types of learning that generate more sense and create identity symbols occur in relation to the youth media culture, as well in their communication and recreation practices in cyberspace. They do not report the link between formal and informal learning nor personalization of school learning activities, which hinders the construction of sense and meaning in school settings. |
| 国: | Portal de Revistas UNA |
| 機関: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 言語: | Español Inglés Portugués |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/11650 |
| オンライン･アクセス: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11650 |
| キーワード: | Secondary education identity of the apprentice sense of learning self referential narrative digital identity drawing Educación secundaria identidad de la persona aprendiz sentido del aprendizaje narrativa autorreferencial dibujo identitario digital Ensino secundário identidade do aprendiz sentido de aprendizagem desenho de identidade digital |