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Literature Review (Ideas (What are the main elements of the learning…

- - - - 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)
        
        1.4. Narratives (163)
      - Research Question (163)
      - Methodology
        
        3.1. Biographical method
        
        3.2. Respondents
        
        3.3. Procedure
        
        3.4. Data analysis
      - Results
        
        4.1. Sparks of Interest for ICT use
        
        4.2. Pathways of participation
        
        4.3. Learning approaches
      - Discussion (167)
        
        5.1. Practical implications (168)
      - Conclusion (168)
    - - 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)
        
        The ecology of the classroom limits the use of technology (7)
        
        In spite of ecological limitations, technology can sometimes find a niche (8)
        
        Teachers (and students) can "run away" with technology but they will called back (9)
        
        Developments beyond the institution are not the answer to ICT take-up (10)
        
        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)
    - - 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
        
        Within Any Life Space, a Variety of Ideational Resources Can Spark and Sustain Interest in Learning
        
        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
        
        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
    - - 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)