Complexity, pedagogy, play: On using technology within emergent learning structures with young learners

Abstract

This article presents and describes how we have used notions and structures informed by complexity thinking to shape new descriptions and approaches to understanding “new literacy” practices with young learners. Using data from two studies: a two year project working with kindergarten children using drama and digital tools to develop narrative, and the other an observational study of preschooler’s multiliteracy practices occurring in their home settings, we explore how notions from complexity can offer innovative frames for teaching and learning and options for thinking about pedagogy differently. Our classroom and home observations of children’s developing digital literacy practices suggest that using complexity-informed approaches to technology can include both theoretical orientation and practical possibilities for organizing classroom learning structures.

“BIs forBunny”: Contested Sign‐Making and the Possibilities for Performing School Literacy Differently

“…Mills (2011), for instance, traced transformations in students’ digital composing, showing how 8‐year‐olds shifted semiotic content and generated new meanings as they used storyboard frames, documentary films, and online comics. Similarly, researchers have argued that the affordances of new digital technologies make collaborative multimodal production more accessible, allowing children to actively create new meanings from fragments of texts brought together through playful, nonlinear, interconnected textual practices (e.g., Laidlaw & Wong, 2016; Rowe & Miller, 2016; Wohlwend, 2015). As Wohlwend (2009) suggested, children become “curious explorers who willingly play with new media” (p. 119) and often transform school‐sanctioned semiotic resources to make up for the absence of new technologies in their classrooms.…”

The Role of E-learning Experiences in Supporting Young Learners’ Literacy Development

“…Contemporary childhood in the 'iWorld' has experienced a considerable change, since different forms of digital technology devices become essential parts of children's daily life (Laidlaw & Wong, 2016). Young leaners are currently live in a rapidly developing world, and thus they are expected to adapt to use new technological tools and innovation (Plowman et al, 2012).…”

“…Young leaners are currently live in a rapidly developing world, and thus they are expected to adapt to use new technological tools and innovation (Plowman et al, 2012). As such, in a changing realm, children need new technological and digital practices and modes to adapt to activities of reading and writing, along with other literacy approaches (Laidlaw & Wong, 2016). For children, digital devices can now be used in the settings of home, community, and early-childhood classroom, followed by forming their knowledge about reading, writing, and other literate behaviour (Beschorner & Hutchinson, 2013).…”

“…In the contemporary society, portable mobile touch screen devices such as E-book reader, smartphone, as well as tablets are increasing embedded within childhood academic experiences and living environment (Laidlaw & Wong, 2016). Indeed, meaningful integration of technology can transform literacy instruction (Beschorner & Hutchinson, 2013).…”

“…Indeed, meaningful integration of technology can transform literacy instruction (Beschorner & Hutchinson, 2013). Digital devices such as iPad has been perceived as a productive tool in enhancing children's overall learning experience and effectiveness of receiving academic content (Laidlaw & Wong, 2016). Although tablets have not been extensively used as a primary learning and teaching tool in the early-childhood classroom, evidence indicates that iPad enables children to use different useful applications for various literacy practice (Beschorner & Hutchinson, 2013).…”