Literature Review

Articles

Financial Literacy

Learning Ecologies

Van den Beemt, A, Diepstraten, I (2016) Teacher perspectives on ICT: A learning ecology approach.

Ideas

Is the learning ecology framework useful to improve our understanding of how to develop financial literacy?

Hammond, M. (2019). What is an ecological approach and how can it assist in understanding ICT take-up?

Way, W. L., & Wong, N. (2010). Harnessing the power of technology to enhance financial literacy education and personal financial well-being: A review of the literature, proposed model, and action agenda.

Alsemgeest, L. (2015), Arguments for and against financial literacy education: where to go from here?

What are the main elements of the learning ecologies framework?

Which other frameworks complement the understanding offered by the learning ecology framework?

Which approaches have been used to improve financial literacy?

GWFLEC --> Teaching financial literacy in Schools

How has been implemented the Learning Ecology framework in previous research?

Fernandes et al --> Situated support

Topic: Learning Ecologies and Financial Literacy

Personal history

Context

Family

Experiences

Collaborative Learning

Expert Apprenticeship

Communities of Learning

Bibliographical Interviews

Ethnographies

Document Structure

Introduction

Analysis

Conclusions and Future Actions

Theoretical Backgroud

Levinson, A. M., & Barron, B. (2018). Latino Immigrant Families Learning with Digital Media Across Settings and Generations.

Barron, B. (2006) Interest and self-sustained learning as catalysts of development: A learning ecology perspective.

Introduction (193)

Theoretical Background (

Research on Learning out of School, Identity, and Interest

A Learning Ecology Framework for Studying the Dynamics of Interest-Driven Learning

Conjectures

  1. Within Any Life Space, a Variety of Ideational Resources Can Spark and Sustain Interest in Learning
  1. People Not Only Choose but Also Develop and Create Learning Opportunities for Themselves once They Are Interested, Assuming They Have Time, Freedom and Resources to Learn
  1. Interest-Driven Learning Activities Are Boundary-Crossing and Self-Sustaining

Case Portraits of Learners Learning across Boundaries

Analytical Perspective and Settings for Data Collection

Example 1: Classroom Learning Sparks the Creation of New Learning Activiy

Example 2: Informal Learning with Peers Leads to a Desire for Formal Education

Example 3: Home to Community to School and Back Again

Summary and Directions for Future Research

DeWitt, J., & Archer, L. (2017). Participation in Informal Science Learning Experiences: The Rich Get Richer?

Introduction (356)

Conceptual Framework (357)

Methods (358)

Survey Instrument (359)

Participating Students (359)

Analyses (360)

Findings (361)

Types of engagement (361)

Who participates? And in what? (362)

Whose ecosystem? Inequalities in informal science learning participation (363)

Participation in 'informal' science activities: 'they don't go to museums, they don't do things like that' (363)

Participation in 'everyday' science activities: 'YouTube videos of like how things work and things like that' (365)

School-led science enrichment: 'we were lucky to be chosen' (366)

Discussion (367)

Limitations (369)

Conclusions and Implications (369)

How has ICT Take-up been researched and where are the gaps? (2)

Introduction (1)

What is an ecological approach? (3)

Ecological approaches to innovation (4)

How to Apply an Ecological Approach to Researching ICT Take-up (5)

The teacher

The institution

Beyond the institution

The tools

Why is an ecological approach worth adopting? (6)

  1. The ecology of the classroom limits the use of technology (7)
  1. In spite of ecological limitations, technology can sometimes find a niche (8)
  1. Teachers (and students) can "run away" with technology but they will called back (9)
  1. Developments beyond the institution are not the answer to ICT take-up (10)
  1. Change is possible, if considered carefully (11)

Summary (11)

I. Introduction (151)

a. Background (151)

b. Article Overview (152)

II. Methods (153)

a. Participants (153)

b. Procedures (154)

III. Results: Three Cases (154)

a. Jessica: Exploring science at home, in school, and with library resources (155)

b. Brandon: Using technology for collaborative inquiry (157)

c. Naomi: Creator and producer (160)

IV. Discussion (163)

a. Aligning rich content at home and school (163)

b. Expanding parents' roles as collaborative learners (164)

c. Digital production that connects civic, STEM, and language practices (165)

d. Constraining and enabling factors (166)

V. Conclusion and Future Directions (166)

  1. Introduction (161)

1.1. Teacher professional development on ICT (162)

1.2. ICT minded and non-ICT minded teachers (162)

1.3. Learning ecology (162)

  1. Research Question (163)

1.4. Narratives (163)

  1. Methodology

3.1. Biographical method

3.2. Respondents

3.3. Procedure

3.4. Data analysis

  1. Results

4.1. Sparks of Interest for ICT use

4.2. Pathways of participation

4.3. Learning approaches

  1. Discussion (167)

5.1. Practical implications (168)

  1. Conclusion (168)