Employing Creative Research Methods with Tweens in Estonia and Sweden: Reflections on a Case Study of Identity Construction on Social Networking Sites

Siibak, Andra; Forsman, Michael; Hernwall, Patrik

doi:10.1080/15228835.2012.745355

Cited by 5 publications

(4 citation statements)

References 11 publications

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“…The aim of these workshops was to develop a deepened understanding of their understanding of basic economic principles (Hernwall, Hullgren, & Söderberg, 2017;Hernwall et al, 2018). In the setup of these studies, we took inspiration from theories such as the active and competent child (Hernwall, 2013;James & Prout, 1997) and learning as an interactive and social endeavour (Vygotsky, 1978;Wertsch, 1991) in consonance with creative research methods (Gauntlett, 2007;Siibak, Forsman, & Hernwall, 2013).…”

Section: Analysis Of Practical Problems (Step 1)mentioning

confidence: 99%

Teaching about Personal Finance in HCS – Suggestions from a Design-Based Research Approach

Hernwall

Söderberg²

2020

Designs for Learning

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Section: Analysis Of Practical Problems (Step 1)mentioning

confidence: 99%

Teaching about Personal Finance in HCS – Suggestions from a Design-Based Research Approach

Hernwall

Söderberg²

2020

Designs for Learning

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“…The third phase had two iterations (work in groups, joint presentation and reflection; continued work in groups, final joint presentation and reflection), both including a presentation of a sketch for a design idea. In the iterative process, interactions such as the group discussions not only served the purpose of securing feedback and challenging initial ideas, but there was also a consciously chosen strategy for securing the intentions of the participants (Gauntlett, 2007;Siibak, Forsman, & Hernwall, 2013).…”

Section: A Workhop As a Design-oriented Approachmentioning

confidence: 99%

‘We have to be professional’ – Swedish preschool teachers’ conceptualisation of digital media

Hernwall¹

2016

NJDL

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This paper describes how a group of preschool teachers participating in a design workshop sketched ideas for how ICT (information and communication technology) can be developed in relation to preschool practice. The design process, which was modelled on creative research methods and future workshops, is presented in detail. The main findings, based on a data-driven analysis of verbal and written statements and design sketches, show that ICT is mainly conceptualised as either a possibility in the support of specific competences (such as language development) or a threat to, for example, the notion of real communication and also to well-established conceptualisations of preschool practice. Keywords Preschool Teachers, Future Workshop, Design THEME AND OBJECTIVEIn times when digital media are ubiquitous, and more and more children use an increasing variety of digital media at an earlier age than ever before, such media are still new phenomena within many formal educational settings in general, and in preschool practice in particular. Even though there are testimonials of benefits from using digital media in preschool, from research as well as practice, the actual use of information and communication technology (ICT) in preschool is limited. This article addresses this complexity, by investigating Swedish preschool teachers' conceptualisation of digital media, in order to better understand what possibilities, and obstacles, preschool teachers experience in using digital media in their everyday pedagogical profession. The assumption is that it is of uttermost importance that pedagogical staff within formal educational settings develop a critical understanding and an adequate use of such media, in order to better meet the needs and expectations of young children.In this vein, a workshop with twelve preschool teachers was conducted in January 2014, focusing on how ICT in general, and tablets in particular, can be used and developed to support the development of young children. The introductory literature review will therefore focus on what qualities ICT brings to preschool (and early childhood education) practice, rather than elaborating on studies concerning the challenges of implementation (Howard, Miles, & Rees-

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“…Selle jagatud normid ja praktikad jällegi kujundavad keeleliste ressursside valikut ning suhtlus-ja eneseesitlusviise. Teisalt võib sisuloojate suuresti performatiivne esitluslaad ollagi platvormipõhine (vt Siibak et al 2012) ega pruugi tingimata väljendada nende keelekasutust laiemalt (nt väljaspool osalusmeedia platvormi). Seega võiks sisuloojate suulist eneseväljendust pidada selles kontekstis kasutuskeskseks keelevariandiks.…”

Section: Sissejuhatusunclassified

„Mis keeles ma räägin, I don’t know“. Eesti sisuloojate inglise keele kasutusest YouTube’is

Praakli

Korkus

Mandel³

et al. 2022

PET

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Mis keeles Ma räägin, I don't know". eesti sisuloojate inglise keele kasutusest Youtube'is kristiina Praakli, Mari-liis korkus, aive Mandel, elisabeth kaukonen, annika kängsepp, triin aasa, kristel algvere, Helen eriksoo, Marion Mägi, getri tomson, liina lindström Tartu ÜlikoolAnnotatsioon. 1 Artiklis käsitleme YouTube'i platvormil videoid loovate juutuuberite keelepruuki fookusega inglise keele kasutusel. Analüüsime kaheksa eestikeelse sisulooja inglise keele kasutuse määra ja põhjusi. Valisime küsitluse põhjal välja juutuuberid, kelle videoid gümnaasiumi ealised noored enim jälgivad ning kes avaldavad neid YouTube'is regulaarselt. Keeleainestikuks on litereeritud video(lõigu)d, mille põhjal analüüsisime ingliskeelsete sõnede hulka ning koodivahetuse põhjusi. Tulemustest selgus, et kõik sisuloojad kasutasid oma videotes inglise keelt, ent selle esinemismäär oli erinev. Inglise keelt kasutati enim n-ö erialaterminoloogiana, mis kajastab globaalses sisuloomes kasutatavat sõnavara (26% inglise keele esinemise juhtudest). Lisaks kasutati inglise keelt ingliskeelse popkultuuriga seotud nähtustele viitamisel (16%) ning emotsioonide väljendamisel (12%), sage oli ka kinnistunud väljendite kasutamine (6%). Üpris suure osa (23%) moodustasid juhud, mille puhul oli raske näha inglise keele eelistamise põhjusi.

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Employing Creative Research Methods with Tweens in Estonia and Sweden: Reflections on a Case Study of Identity Construction on Social Networking Sites

Cited by 5 publications

References 11 publications

Teaching about Personal Finance in HCS – Suggestions from a Design-Based Research Approach

Teaching about Personal Finance in HCS – Suggestions from a Design-Based Research Approach

‘We have to be professional’ – Swedish preschool teachers’ conceptualisation of digital media

„Mis keeles ma räägin, I don’t know“. Eesti sisuloojate inglise keele kasutusest YouTube’is

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