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Exploring the ‘Tool Metaphor’ for Using Digital Technology in Teaching students with Autism Spectrum Disorders (ASD)

Chapter


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Abstract


  • Since computer technologies entered the educational domain, a number of

    metaphors have been introduced in the literature to explain this newly

    emerged phenomenon to educators in familiar terms. This chapter explores

    the ways that the conceptualisation of educational technologies as a

    teaching 'tool' can assist our understanding of the implementation of a new

    digital technology, the interactive whiteboard (IWB), in teaching children

    with Autism Spectrum Disorders (ASD). The tool metaphor relates to a

    socio-cultural concept of a tool mediated purposeful human activity as a

    unit of analysis in educational research (Vygotsky, 1978). The activity

    model (Engestrom, 1991) was adopted in this study to focus on the

    teachers' use of technology. The IWB was then analysed as a teaching tool

    that can enhance (or hinder) the teacher's pedagogical goals. The chapter

    then provides a discussion of the use of the IWB in children with ASD

    using the tool metaphor. The question that we asked was how the tool

    metaphor can assist our understanding of the pedagogical choices made by

    a teacher in the process of working with children with ASD. The study

    demonstrated the usefulness of the tool metaphor for providing insights

    into what constitutes the effective use of the IWB in teaching children with

    ASD. The use of the metaphor allowed us to go beyond clinically-based

    research that has dominated the field of special education, and examine the

    day-to-day reality of how digital technologies were used in a classroom

    context with students who have ASD.

Publication Date


  • 2013

Citation


  • Dixon, R. M. & Verenikina, I. (2013). Exploring the ‘Tool Metaphor’ for Using Digital Technology in Teaching students with Autism Spectrum Disorders (ASD). In W. Midgley, K. Trimmer & A. Davies (Eds.), Metaphors for, in and of Education Research (pp. 156-172). Newcastle Upon Tyne: Cambridge.

International Standard Book Number (isbn) 10


  • 1443843989

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1242&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/243

Book Title


  • Metaphors for, in and of Education Research

Start Page


  • 156

End Page


  • 172

Place Of Publication


  • Newcastle Upon Tyne

Abstract


  • Since computer technologies entered the educational domain, a number of

    metaphors have been introduced in the literature to explain this newly

    emerged phenomenon to educators in familiar terms. This chapter explores

    the ways that the conceptualisation of educational technologies as a

    teaching 'tool' can assist our understanding of the implementation of a new

    digital technology, the interactive whiteboard (IWB), in teaching children

    with Autism Spectrum Disorders (ASD). The tool metaphor relates to a

    socio-cultural concept of a tool mediated purposeful human activity as a

    unit of analysis in educational research (Vygotsky, 1978). The activity

    model (Engestrom, 1991) was adopted in this study to focus on the

    teachers' use of technology. The IWB was then analysed as a teaching tool

    that can enhance (or hinder) the teacher's pedagogical goals. The chapter

    then provides a discussion of the use of the IWB in children with ASD

    using the tool metaphor. The question that we asked was how the tool

    metaphor can assist our understanding of the pedagogical choices made by

    a teacher in the process of working with children with ASD. The study

    demonstrated the usefulness of the tool metaphor for providing insights

    into what constitutes the effective use of the IWB in teaching children with

    ASD. The use of the metaphor allowed us to go beyond clinically-based

    research that has dominated the field of special education, and examine the

    day-to-day reality of how digital technologies were used in a classroom

    context with students who have ASD.

Publication Date


  • 2013

Citation


  • Dixon, R. M. & Verenikina, I. (2013). Exploring the ‘Tool Metaphor’ for Using Digital Technology in Teaching students with Autism Spectrum Disorders (ASD). In W. Midgley, K. Trimmer & A. Davies (Eds.), Metaphors for, in and of Education Research (pp. 156-172). Newcastle Upon Tyne: Cambridge.

International Standard Book Number (isbn) 10


  • 1443843989

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1242&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/243

Book Title


  • Metaphors for, in and of Education Research

Start Page


  • 156

End Page


  • 172

Place Of Publication


  • Newcastle Upon Tyne