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

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Author
Guldberg, Karen
Parsons, Sarah
Porayska‐Pomsta, Kaśka
Keay-Bright, Wendy
Date
2017-04-05
Acceptance date
2016-11-11
Type
Article
Publisher
British Educational Research Association.
ISSN
0141-1926
1469-3518 (electronic)
Metadata
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Abstract
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.
Journal/conference proceeding
British Educational Research Journal
Citation
Guldberg,K., Parsons,S., Porayska‐Pomsta,K., Keay-Bright, W. (2017) 'Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism', British Educational Research Journal, 43 (2), pp. 394–413
URI
http://hdl.handle.net/10369/8519
DOI
http://dx.doi.org/10.1002/berj.3275
Description
This article was published in British Educational Research Journal on 05 April 2017 (online), available open access at http://dx.doi.org/10.1002/berj.3275
Rights
http://creativecommons.org/licenses/by/4.0/
Sponsorship
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
Collections
  • Centre for Applied Research in Inclusive Arts and Design (CARIAD) [83]

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