Supporting discourse using technology-mediated communication: a model for enhancing practice in second level education

Despite the pervasiveness of Information and Communication Technology (ICT) in our daily lives, such technology has not been as widely adopted in formal education. When ICT is used within the classroom, its impact on pupil learning is mixed at best. However, technology is linked with better learning in some contexts, such as when ICT extends teaching and learning and enhances classroom practice (OECD 2015). The nature of design-based activity within the classrooms of Design and Technology (D&T) education gives a critical context for this research, as it develops the pupil-centred approaches and formative practices for teaching and learning shown to have strong associations with the effective use of ICT to enhance practice (OECD 2015). However, we have not yet become good enough at the kind of pedagogy that makes the most of technology and the effectiveness of teaching and learning (OECD 2015). Accordingly, it is argued that supporting discourse is a precursor for the effective use of ICT in teaching and learning, and technology-mediated communication (TMC) provides a medium for supporting discourse between teachers and pupils. Therefore, in the context of supporting discourse using technology-mediated communication, the aim of this research was to conduct an exploratory study which investigates the development of a conceptual model for enhancing practice in second level education. In conjunction with ICT, this study implemented the use of ‘learning protocols’, as both a pedagogical and technological approach for supporting discourse using TMC. The research participants included, senior-cycle pupils (n = 87) of D&T education, and pre-service teachers (n = 7) of Initial Technology Teacher Education (ITTE). The research method adopted a design experiments approach with mixed-methods, and included transcript analysis, teacher interviews, pupil focus groups, and surveys. In the context of supporting discourse using technology-mediated communication, the integration of a conceptual model for enhancing practice using learning protocols generated a common language of understanding between teachers and pupils, and the nature of discourse and the language of that discourse were shown to be cognitive. Furthermore, supporting discourse using technology-mediated communication, had a positive effect on interest, motivation and engagement within the process of learning and the general perception is that it extends and enhances the conditions for learning.