[Journal:] International Journal for Research in Vocational Education and Training (IJRVET) [ISSN:] 2197-8646 [Volume:] 1 [Issue:] 2 [Publisher:] European Research Network in Vocational Education and Training (VETNET), European Educational Research Association [Place:] Bremen [Year:] 2014 [Pages:] 125-142
European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, Bremen
This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based lear-ning projects (TBLPs) through a sociocultural perspective. The methodology included focus-groupdiscussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic invol-ving cognitive support from peers, teachers, external specialists, and the wider community.
Community of learning/inquiry technology-based learning project sociocultural proximity Rwanda ICT in education knowledge construction