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Technological Communities of Learning: A Model for the Use of New Information Technologies by Indigenous Students1

Published online by Cambridge University Press:  22 July 2015

Nicola Yelland ,
Keith Gilbert ,
Nereda White  and
Jacki Smith
Nicola Yelland
Affiliation:
Queensland University of Technology, Brisbane
Keith Gilbert
Affiliation:
Queensland University of Technology, Brisbane
Nereda White
Affiliation:
Australian Catholic University, Brisbane
Jacki Smith
Affiliation:
Queensland University of Technology, Brisbane
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Abstract

This project was designed to enhance the academic success and profiles of Aboriginal and Torres Strait Islander students at the Queensland University of Technology (QUT) through increased proficiency and awareness of computer technology. The program attempted to establish a community of practice with technology, that focused on teaching and mentoring Aboriginal and Torres Strait Islander students by supporting their use of computer technology. Prior to this project, there was no sound base of support for encouraging the use of technology with this group of students in the university and thus they were reluctant and apprehensive about its use in their studies.

Initially, we focused on the development of the students' proficiency in word processing so that they could apply their newly learned skills directly to their coursework and assessment in the specific degree that they were studying. Secondly, we introduced the students to the Internet and finally we assisted them with the location of information in the Library and from other sources. Consequently, the key notions of the project related primarily to improving the students' skills in writing, communications, and searching and accessing information.

Type
Section C: Research
Information
The Australian Journal of Indigenous Education , Volume 25 , Issue 1 , April 1997 , pp. 30 - 35
Copyright
Copyright © Cambridge University Press 1997

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Footnotes

1

This research was supported by a Faculty of Education Equity Grant

References

Engeström, Y. (1991) ‘Non scolae sed vitae discimus: towards overcomingthe encapsulation of school learning.’ Learning and Instruction 1(3): 95–134.CrossRefGoogle Scholar
Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar