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Publication - Dr Neil Ingram

    Time past: impacts of ICT on the pedagogic discourse in the Interactive project

    Citation

    Ingram, NR, 2016, ‘Time past: impacts of ICT on the pedagogic discourse in the Interactive project’. Technology, Pedagogy & Education, vol 25., pp. 1-18

    Abstract

    Basil Bernstein’s model of pedagogic discourse describes the power relations and fields of influence in schools. Here the model is described and developed to take account of ICT-mediated teaching, and is used to consider evidence from the InterActive project undertaken by the University of Bristol in 2000-2004. The model provides insights and explanations for the successful, and less successful, uses of ICT in that project. ICT is presented as a ‘recontextualising field’ that exerts influence by facilitating communication, association, reproduction and transformation within the discourse. These processes tend to favour ‘invisible’ pedagogies: collaborative modes of working with shared competences, where the teacher is a facilitator. This contrasts with ‘visible’ pedagogies that favour individual performances, with the teacher as the voice of authority and controller of the discourse.

    Full details in the University publications repository