The Practice Profile of Inquiry: Connecting Digital Literacy and Pedagogy

Casey, Leo; Bruce, Bertram C.

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https://hdl.handle.net/2142/18755 Copy

Description

Title

The Practice Profile of Inquiry: Connecting Digital Literacy and Pedagogy

Author(s)

• Casey, Leo
• Bruce, Bertram C.

Issue Date

2011

Keyword(s)

• Inquiry cycle
• Digital literacy
• John Dewey
• Practice profile
• Digital media
• k-12 teachers
• Elementary school teachers
• Instructional method
• Technology-enhanced learning

Abstract

This article elaborates on the Inquiry Cycle as an appropriate model of learning for the digitally enhanced classroom. Its goal is to provide a useful link between theory and pedagogic practice. This involves taking a new look at the concept of digital literacy. The authors propose a conceptual framework connecting classroom practices and elements of the Inquiry Cycle. This framework, including a specific definition of digital literacy in primary schools, draws on the theoretical work of Dewey from which the Inquiry Cycle is derived. The approach was developed and validated in a study of the teaching practices in eight Irish primary school classrooms reported here. A further outcome of this research, the Practice Profile of Inquiry, is introduced and discussed here. The authors propose this as a useful framework to connect instructional strategies and digital media in classroom practice. Furthermore, they suggest that the Practice Profile of Inquiry may be used as a tool to facilitate teachers as they plan projects and classroom activities to optimise learning.

Publisher

Symposium Journals, a division of wwwords Ltd, PO Box 204, Didcot, Oxford OX11 9ZQ, United Kingdom, www.symposium-journals.co.uk

Series/Report Name or Number

E-Learning and Digital Media

ISSN

2042-7530

Type of Resource

text

Language

en

Permalink

http://hdl.handle.net/2142/18755

Sponsor(s)/Grant Number(s)

Research & Development Committee of the Department of Education and Science, Ireland

Owning Collections