Exploratory study on the physical tool-based conceptions of learning of young students in a technology-rich primary school

Abstract

This paper explores young students’ tool-based conceptions of learning in a technology-rich primary school in Singapore. By examining how young children represent the images of learning through their drawings, we have distilled the types of learning tools that are being accentuated from students’ emic perspective. We contend that the prevalence, absence or peripheral representation of tools (in particular technology) in students’ drawings will help us make sense of the collective cultural roles tools play in their world. Interviews are also conducted with students and teachers to further tease out the underpinnings of children’s conception of learning. The content analysis of 183 drawings revealed that technological tools were more prominently featured in mix-achievement classes than high-achievement classes. The reasons for such discrepancy emanate from the distinct learning priorities of and strategies used by these two groups of students. We also extend our discussion to explore the pedagogical implications of our findings with regard to 21st century learning dispositions.