Cartoons beyond clipart: A computer tool for storyboarding and storywriting

Madden, Mark; Chung, Pei-Jung; Dawson, Christian W.

doi:10.1016/j.compedu.2008.07.009

Cited by 13 publications

(9 citation statements)

References 10 publications

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“…Furthermore, there is a variety of educational programming languages and multimedia tools that can be used to create projects that have an impact on pupils' education and can be a basis for teaching and learning as well as developing problem-solving strategies. Cartoons and animations have been widely used by education researchers in different domains of teaching and in an effective way since they have been designed to teach specific concepts (Madden, Chung & Dawson 2009;Tsou, Wang & Tzeng, 2006;Peacock, 1995). According to Heitzmann and Ellmann (1982), cartoons are a significant tool for designing educational material as they offer pupils the opportunity to develop high cognitive operations.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A CHAT Approach of Light and Colors in Science Teaching for the Early Grades

Kolokouri

Plakitsi

2016

WJE

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This article describes a research study on the connection of Cultural Historical Activity Theory (CHAT) with Science Education in the early grades. The research study took place in the University of Ioannina, Greece with the support of the @fise research group. Within this frame, a narrative about light, colors and shadows was written as part of an Innovative Science Curriculum for the early grades. As a next step, the narrative was turned to a 20 minute animation in the scratch program and a series of science activities about light, colors and shadows were designed. The Science Curriculum was implemented in 4 pre-primary school classrooms. Research data included observations, field notes, video recordings, interviews and classroom materials. All collected data were analyzed through the Nvivo9 qualitative research software. Results have shown that CHAT is a promising field for Science Education in the early grades as pupils participate in meaningful cultural activities and receive guidance for improving or appropriating actions. In this sense learning of scientific concepts has been proved a creative component of methods, interactions and social practices. All in all, CHAT offers the potential to participate in meaningful cultural activities and receive scaffolding for improving of actions towards an inspiring object into the whole activity system.

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Section: Theoretical Frameworkmentioning

confidence: 99%

A CHAT Approach of Light and Colors in Science Teaching for the Early Grades

Kolokouri

Plakitsi

2016

WJE

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“…On closer examination, Magennis (2011) It was concluded that there was inevitably more benefit in the positive interaction of the computer-based activity and the emergent conceptual development of the young participants, in particularly holding their interest in the subject area, helping them remain on task and score higher in this activity. Further studies supporting these claims are Madden et al (2009);Plowman and Stephen (2005) ;Plowman, Stevenson, McPake, Stephen, and Adey (2011);and Freeman et al (2010). …”

Section: Irish Statisticsmentioning

confidence: 91%

“…Davis and Sullivan (2002) proposed that talking books had the potential to be beneficial in literacy development, if teachers and parents were willing to take on board a new diverse method of teaching; reinforced by further studies by Wood, Phillinger, and Jackson (2009) identifying four types of literacy intervention when using talking books to enhance reading skills. Later studies by Madden, Chung, and Dawson (2009) highlight the potential benefits of ICT as a cultural tool to enhance story boarding in early years, and also in the area of story writing in older children, with findings showing the benefits of considering new approaches to design story visualisation tools for young children.…”

Section: Effective Use Of Ict: Potential Benefitsmentioning

confidence: 99%

Enhancing Literacy Concepts: Digital Natives and Cultural Tools

Magennis¹

2015

UCER-A

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The paper reviews national and international literature on the effects of information and communications technology (ICT) in enhancing the conceptual development of children, and the impact of ICT in classrooms looking in particular at developing literacy skills in 0-3 years old children. Consideration is given to the effectiveness of computers and media equipment when integrated successfully, to enhance the holistic development of the child, while focusing on the area of literacy. This paper addresses the debate over the value and desirability of children in early years using computers; while considering the diversities involved with the use of ICT as opposed to traditional teaching methods in the area of developing concepts of early literacy, communication skills, and involvement. The paper links to a recent masters study which was completed in the area of pre-mathematical concepts, indicating significantly positive correlations for the implementation and use of ICT as a cultural tool to enhance the development of Irelands "digital natives" in preparation for a technologically changing society. The incentive for looking into this subject stems from the realisation that in spite of all the literature available on ICT and media in education, there is no real systematic discussion in the area of early years and pedagogy. This subject refers to what is suggested to be the most influential change in the educational system over the past decade, indicating a changing process which could not only determine the shape of educational systems, but also the nature of future generations and in fact education itself. This lack of discourse is proving detrimental to technologically changing societies and the complete understanding of what exactly is incorporated and involved in the term "integrating ICT and media" as a resource to enhance the early concepts of It is important to note that there is a lack of information and good quality research findings on ICT in educational settings and particularly in the area of early years and literacy development. Furthermore, reports, articles, and Websites claim great benefits derived for children using ICT; however, evidence-based research for such writing is weak and unsupported at times, resulting in a lack of understanding of the benefits and the need for early intervention in this area, if children are to progress and develop into socially competent adults in a world where ICT, media, and technology are becoming part of their daily existence. It is intended that this contribution will help overcome the current phobias which are often associated with ICT and young children, while introducing new ideas of how beneficial this resource could be if implemented in a supporting manner.

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“…The full proposal and its early tests are described in Madden (2007). The current paper will provide evidence that at least some parts of that proposal can allow greater visual expression than previous tools or techniques; it aims also to contribute to the ongoing debate concerning the relationship between ICT, moving image literacy and English teaching (Burn and Leach, 2004;bfi Primary Education Working Group, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Using this generality, Madden (2007) makes a survey of current educational ICT products which allow kineikonic storytelling to be performed. This concludes that, so far as character depiction is concerned, current software tends to sit on either side of a "content-centred/build-centred" divide.…”

Section: Introductionmentioning

confidence: 99%

The effect of a computer-based cartooning tool on children’s cartoons and written stories

Madden

Chung

Dawson

2008

Computers & Education

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This paper reports a study assessing a new computer tool for cartoon storytelling, created by the authors for a target audience in the upper half of the English and Welsh Key Stage 2 (Years 5 and 6, covering ages 9 to 11 years). The tool attempts to provide users with more opportunities for expressive visualisation than previous educational software; its design was motivated by earlier work connecting "moving image literacy" with print literacy, and it was used here in storywriting preparation work: users first visualised a known story, then wrote their versions of it based on the cartoons they had made. The stories produced are compared with stories written using two other preparation activities, one a pencil-and-paper cartooning exercise and the other a teacher's normal planning session, which also resulted in a retelling of a known story.The study finds that no one preparation process had a noticeably different effect on the final written stories; however, the cartoons produced with the software are found to be quite different to their paper counterparts, showing a greater variety of character action, pose and interaction, slightly more variety of camera shot distance, and more pictures. Children's and teachers' reactions to the software tool are also discussed.

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Cartoons beyond clipart: A computer tool for storyboarding and storywriting

Cited by 13 publications

References 10 publications

A CHAT Approach of Light and Colors in Science Teaching for the Early Grades

A CHAT Approach of Light and Colors in Science Teaching for the Early Grades

Enhancing Literacy Concepts: Digital Natives and Cultural Tools

The effect of a computer-based cartooning tool on children’s cartoons and written stories

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