Exploring the use of digital technologies for ocean literacy education using a material-dialogic theoretical framework.
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| Title: | Exploring the use of digital technologies for ocean literacy education using a material-dialogic theoretical framework. |
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| Authors: | Hetherington, Lindsay1 (AUTHOR) L.Hetherington@exeter.ac.uk, Brandt, Harald2 (AUTHOR), Chappell, Kerry1 (AUTHOR), Dillon, Justin3 (AUTHOR), Malmierca, María R.4 (AUTHOR) |
| Source: | Environmental Education Research. Mar2026, Vol. 32 Issue 3, p650-678. 29p. |
| Subject Terms: | *Collaborative learning, *Science education, Digital technology, Mixed reality, Oceanography, Virtual reality |
| Abstract: | Digital technologies, including Extended Reality (XR) can benefit learners by making the inaccessible, accessible. In Ocean Literacy, XR can enable children to connect with the ocean differently. We use a material-dialogic theoretical perspective which sees the material world as dialogically entangled with human understanding to explore the role of digital technologies in ocean literacy education in the context of an ocean literacy project in Denmark, England and Spain. Data included interviews with 12 pupils (aged 8-15) and 6 educators, alongside photographs and field notes from 18 field visits, analysed using hybrid thematic analysis. Findings suggest that the tools facilitated collaboration and dialogue, yet teachers raised concerns about the lack of real-time interaction with pupils using the digital tools. The paper's key theoretical contribution is to show how the conceptualisation of dialogic learning can be extended to consider both material and virtual intra-actions within dialogic space which expands across space and time through asynchronous digital environments. The analysis raises questions about how teachers can guide learning in such expanded material-dialogic spaces. It points to how teachers' concerns might be addressed through seeing the pupils' interaction with the virtual, digital environment as an extension of a material-dialogic space in which teachers participate. [ABSTRACT FROM AUTHOR] |
| Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191948500 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the use of digital technologies for ocean literacy education using a material-dialogic theoretical framework. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hetherington%2C+Lindsay%22">Hetherington, Lindsay</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> L.Hetherington@exeter.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Brandt%2C+Harald%22">Brandt, Harald</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chappell%2C+Kerry%22">Chappell, Kerry</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dillon%2C+Justin%22">Dillon, Justin</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Malmierca%2C+María+R%2E%22">Malmierca, María R.</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Mar2026, Vol. 32 Issue 3, p650-678. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+reality%22">Mixed reality</searchLink><br /><searchLink fieldCode="DE" term="%22Oceanography%22">Oceanography</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Digital technologies, including Extended Reality (XR) can benefit learners by making the inaccessible, accessible. In Ocean Literacy, XR can enable children to connect with the ocean differently. We use a material-dialogic theoretical perspective which sees the material world as dialogically entangled with human understanding to explore the role of digital technologies in ocean literacy education in the context of an ocean literacy project in Denmark, England and Spain. Data included interviews with 12 pupils (aged 8-15) and 6 educators, alongside photographs and field notes from 18 field visits, analysed using hybrid thematic analysis. Findings suggest that the tools facilitated collaboration and dialogue, yet teachers raised concerns about the lack of real-time interaction with pupils using the digital tools. The paper's key theoretical contribution is to show how the conceptualisation of dialogic learning can be extended to consider both material and virtual intra-actions within dialogic space which expands across space and time through asynchronous digital environments. The analysis raises questions about how teachers can guide learning in such expanded material-dialogic spaces. It points to how teachers' concerns might be addressed through seeing the pupils' interaction with the virtual, digital environment as an extension of a material-dialogic space in which teachers participate. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191948500 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13504622.2025.2512974 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 650 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Science education Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Mixed reality Type: general – SubjectFull: Oceanography Type: general – SubjectFull: Virtual reality Type: general Titles: – TitleFull: Exploring the use of digital technologies for ocean literacy education using a material-dialogic theoretical framework. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hetherington, Lindsay – PersonEntity: Name: NameFull: Brandt, Harald – PersonEntity: Name: NameFull: Chappell, Kerry – PersonEntity: Name: NameFull: Dillon, Justin – PersonEntity: Name: NameFull: Malmierca, María R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13504622 Numbering: – Type: volume Value: 32 – Type: issue Value: 3 Titles: – TitleFull: Environmental Education Research Type: main |
| ResultId | 1 |
