Challenging the knowledge transfer orthodoxy: knowledge co-construction in technology enhanced learning for children with autism

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Challenging the knowledge transfer orthodoxy : knowledge co-construction in technology enhanced learning for children with autism. / Guldberg, Karen; Parsons, Sarah; Porayska-Pomsta, Kaska; Keay-Bright, Wendy.

In: British Educational Research Journal, Vol. 43, No. 2, 05.04.2017, p. 394-413.

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@article{34e00f22674c4183845fe8401273bf17,
title = "Challenging the knowledge transfer orthodoxy: knowledge co-construction in technology enhanced learning for children with autism",
abstract = "Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a {\textquoteleft}knowledge‐transfer{\textquoteright} model of evidence‐based practice in which research is conducted by researchers, and is then {\textquoteleft}transferred{\textquoteright} to practitioners to enable them to implement evidence‐based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC ‐funded {\textquoteleft}SHAPE {\textquoteright} project, which adopted a different model of evidence‐based practice, focusing on knowledge co‐construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co‐construction with school practitioners, parents and pupils. Such co‐construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence‐based practice as an alternative to the currently dominant and narrow model of knowledge transfer.",
keywords = "technology enhanced learning, autism intervention, participatory research, knowledge co-construction",
author = "Karen Guldberg and Sarah Parsons and Kaska Porayska-Pomsta and Wendy Keay-Bright",
year = "2017",
month = apr,
day = "5",
doi = "10.1002/berj.3275",
language = "English",
volume = "43",
pages = "394--413",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Wiley",
number = "2",

}

RIS

TY - JOUR

T1 - Challenging the knowledge transfer orthodoxy

T2 - knowledge co-construction in technology enhanced learning for children with autism

AU - Guldberg, Karen

AU - Parsons, Sarah

AU - Porayska-Pomsta, Kaska

AU - Keay-Bright, Wendy

PY - 2017/4/5

Y1 - 2017/4/5

N2 - Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge‐transfer’ model of evidence‐based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence‐based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC ‐funded ‘SHAPE ’ project, which adopted a different model of evidence‐based practice, focusing on knowledge co‐construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co‐construction with school practitioners, parents and pupils. Such co‐construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence‐based practice as an alternative to the currently dominant and narrow model of knowledge transfer.

AB - Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge‐transfer’ model of evidence‐based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence‐based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC ‐funded ‘SHAPE ’ project, which adopted a different model of evidence‐based practice, focusing on knowledge co‐construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co‐construction with school practitioners, parents and pupils. Such co‐construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence‐based practice as an alternative to the currently dominant and narrow model of knowledge transfer.

KW - technology enhanced learning

KW - autism intervention

KW - participatory research

KW - knowledge co-construction

U2 - 10.1002/berj.3275

DO - 10.1002/berj.3275

M3 - Article

VL - 43

SP - 394

EP - 413

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 2

ER -