A ‘benign addition’? Research on ICT and pre‐school children

Plowman, Lydia; Stephen, Christine

doi:10.1046/j.0266-4909.2003.00016.x

Cited by 155 publications

(112 citation statements)

References 25 publications

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“…We agree with Plowman and Stephen (2003) that research on the teaching and learning of mathematics with digital tools in the kindergarten context is needed. Research focused on young children's mathematical learning mediated by the use of digital tools of which we are aware includes : Lieberman, Bates, and So (2009), who argue that digital tools are effective with respect to improving the children's mathematical skills as well as problem-solving skills; Clements and Sarama (2007b), who investigated the effects of a technology-enhanced mathematics curriculum for pre-schoolers and found that early mathematical interventions positively contributed to children developing their mathematical knowledge; and Gueudet, BuenoRavel, and Poisard (2014), which we consider in the next section.…”

Section: The Use Of Digital Technology In Classroomssupporting

confidence: 60%

Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation

et al. 2016

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This paper focuses on kindergarten teachers' interactions with young children during mathematical learning activities involving the use of digital tools. We aim to characterise the teachers' roles and actions in these activities and extend considerations of teachers' orchestrations current in the research literature with regard to agency and mediation. Our analysis of teacher-children-digital tool interaction reveals that the kindergarten teachers took three roles in their work with young children, which we call Assistant, Mediator and Teacher roles. These roles were used interchangeably and purposefully by the kindergarten teachers. With regard to agency and mediation, we argue that agency is distributed over the human and non-human agents in the activity and that agency and mediation are interrelated.

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Section: The Use Of Digital Technology In Classroomssupporting

confidence: 60%

Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation

et al. 2016

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“…At the systemic level, researchers (Gu, 2011;Plowman & Stephen, 2003;Beastall, 2006;Mulkeen, 2003aMulkeen, , 2003b suggest that governments are often misguided by the focus they place in their ICT policy in education. ICT policy and the management of ICT policy seemed to be on provisioning of hardware and infrastructure, rather than on to inform how ICT might be used in classroom practice.…”

Section: The Ict Policy In Education Landscapementioning

confidence: 99%

Practice as policy in ICT for education: Catalysing communities of practice in education in South Africa

Vandeyar

2013

Technology in Society

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The e-Education policy was introduced into schools with the intention of "transforming learning and teaching" (DoE, 2004, p.1). The policy places an obligation on education to use educational technology to deliver on expectations of quality education for economic growth and social development. Utilising a case study approach and backward mapping principles to policy implementation, this study set out to explore how teachers appropriate 1 information and communication technology (ICT) policy to influence teaching and learning in South African schools. Qualitative methods were employed to capture data through classroom observations, interviews and document analysis. Data was analysed using grounded theory methods. Findings that are unique to the South African context were fivefold. First, the national e-Education policy existed as an invisible policy within the school context. Second, there was a lack of policy support and district presence in schools. Third, districts and schools had conflicting ideas of establishing collaborative support. Fourth, teachers' beliefs, attitudes and agency promoted ICT practice as policy. And fifth, the absence of district support catalysed the emergence of communities of practice. This study asserts the notion that for policy to be implemented teachers should be instrumental partners in the formulation of policy. Teachers should be encouraged to form ICT communities of practice to support their teaching practice and foster policy implementation.Key words: Information and communication technology; practice as policy; policy absence; systemic deficits; teacher beliefs and attitudes; agency; communities of practice; appropriation; teacher professionalism 1 Appropriation focuses on the way teachers "take-in" and incorporate elements of policy into their existing frames of reference.

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“…However, these effects could not be replicated in a later study (Bergman Nutley et al, 2011). Given the comparatively limited cognitive abilities of young children (e.g., duration, capacity and control of attention, limited ability to understand instructions and communicate a response; Howard & Okely, 2015), it has been suggested that computerized methods of training may be unsuitable to generate EF improvements in young children (Fernandez-Molina, Trella, & Barros, 2015;Lakes & Hoyt, 2004;Plowman & Stephen, 2003). To meaningfully engage in these programs participants require metacognitive awareness, technological expertise, and the ability to concentrate for prolonged periods (e.g., many training periods extend for upwards of 30-45 minutes) -abilities that are comparatively weaker among younger children.…”

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confidence: 99%

Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

et al. 2016

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Given evidence that early executive functioning sets the stage for a broad range of subsequent outcomes, researchers have sought to identify ways to foster these cognitive capacities. The current series of studies sought to design, develop, and provide evidence for the efficacy of embedding cognitive activities in a commonplace activity-shared reading of a children's book. The book, Quincey Quokka's Quest, required children to control their thinking and behavior to help the story's main character through a series of obstacles. The first study investigated effects of reading with embedded cognitive activities in individual and group contexts on young children's executive functions (EFs). The second study compared reading with embedded cognitive activities against a more active control condition (dialogic reading) that similarly engaged children in the reading process yet lacked clear engagement of EFs. The third study sought to investigate whether the effect of reading the story with embedded EF activities changed across differing doses of the intervention and whether effects persisted 2 months post-intervention. All studies provided evidence of intervention effects on shifting, with working memory benefits shown in two of the three studies, in as little as 3 weeks (compared to more traditional reading). Study 3 further indicated maintenance of these gains 2 months later. This suggests the efficacy of embedding cognitive activities in the context of everyday activities, thereby extending the range of users and contexts in which this approach can be used. AbstractGiven evidence that early executive functioning sets the stage for a broad range of subsequent

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A ‘benign addition’? Research on ICT and pre‐school children

Cited by 155 publications

References 25 publications

Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation

Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation

Practice as policy in ICT for education: Catalysing communities of practice in education in South Africa

Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

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