Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch
This paper uses narrative and storying to retell how two girls ages 5 and 7 continue to make use of an iPod touch to expand their literacy and numeracy. The paper explores the stopwatch and alarm features within the clock application, as well as the weather application, and the Internet browsing ca...
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| Formato: | article |
| Lenguaje: | EN |
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Athabasca University Press
2011
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| Acceso en línea: | https://doaj.org/article/b5b6ff8d32cf4628bd8f0f1cd6b0602d |
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| Sumario: | This paper uses narrative and storying to retell how two girls ages 5 and 7 continue to make use of an iPod touch to expand their literacy and numeracy. The paper explores the stopwatch and alarm features within the clock application, as well as the weather application, and the Internet browsing capability of the iPod touch. It also explores some of the challenges and inequities inherent in using this type of technology. The paper concludes with the author’s belief that it is important to allow learners freedom to explore and freely play with the technology and that emergent, self-directed, and self-organized learning is a natural and gentle approach to lifelong learning.
Becoming literate and numerate is infinitely complicated, yet very simple. It is infinitely complicated because there are so many variables within and without the individual who is learning these skills that understanding the process fully is nearly impossible. Yet, it is simple because so many successfully become literate and numerate so naturally. Relating to this point Schuerwegen (2011) writes,
Ergo, when a child grows up in a reading, writing, counting environment, especially an electronically driven society such as ours, he will one day find the need to pick up all these skills, at least as much as he needs them. (p. 22)
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