Playful Pedagogic Moves : Digital Devices in the Outdoors

Rose, Sherry; Fitzpatrick, Kristy; Mersereau, Candace; Whitty, Pam

doi:10.4135/9781473916012.n3

Cited by 4 publications

(8 citation statements)

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“…User services in this study managed this barrier by limiting tablet use to indoors where wireless internet was accessible or by playing music from tablets through an outdoor Bluetooth speaker. This finding adds to previous research such as Rose et al's (2017) study which revealed that the multifunctionality of tablets allowed these devices to be used outdoors whether through photography of nature or through playing music or videos. In both their study and mine, teachers/educators also used other features of their iPads which were not reliant on internet connectivity such as taking photos and videos.…”

Section: Barriers and Affordances To Tablet Use In Ece Pedagogysupporting

confidence: 67%

“…A similar study involving tablets being used for documentation and creative purposes was carried out by Rose, Fitzpatrick, Mersereau, and Whitty (2017). Their two-year case study at a childcare centre in New Brunswick, Canada investigated iPad use and found that four-year-olds and two classroom teachers used iPads outdoors for video-recording children's experiences with nature, storytelling, and other creative activities.…”

Section: Access To Tablets In Ecementioning

confidence: 96%

“…Their two-year case study at a childcare centre in New Brunswick, Canada investigated iPad use and found that four-year-olds and two classroom teachers used iPads outdoors for video-recording children's experiences with nature, storytelling, and other creative activities. Other uses were documentation through photography to study nature including living things and creating or playing music or videos (Rose et al, 2017). Another study in Canada found that iPads were cultural tools that enriched children's engagement with language and science through documentation such as photography, drawing, and e-book production (Moore, Hoskyn, & Mayo, 2018).…”

Section: Access To Tablets In Ecementioning

confidence: 99%

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A mixed methods study on early childhood services' touchscreen tablet use and non-use in New Zealand

Santamaria¹

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<p>With the ongoing debate on young children’s Information Communication Technology (ICT) use in early childhood education (ECE), empirical studies have reported that the increase in young children’s access to and use of touchscreen tablets, hereafter referred to as tablets, could positively and negatively impact their learning and development. According to the New Zealand ECE curriculum, Te Whāriki (Ministry of Education, 2017), children growing up in the context of a changing society could benefit from using technology. This research, which explored tablet use in New Zealand’s four major early childhood service types: education and care centres, home-based services, kindergartens, and playcentres, provides useful information on the reasons why services used and did not use tablets as well as how teachers/educators used tablets to support children’s learning. The two phases to this sequential explanatory mixed methods study were underpinned by two research paradigms, the postpositivist paradigm for the quantitative phase and the constructivist paradigm for the qualitative phase. First, a national survey that was sent to all early childhood providers from the four major service types and then a collective case study was conducted in two sub-phases. Phase 2A consisted of focus group interviews with a tablet non-user service from each of the four service types and a tablet user service from each of the four service types. Phase 2B consisted of stimulated recall (SR) focus group interviews with the same tablet users who participated in Phase 2A. The survey responses revealed considerable variation in the use of tablets and the purposes for which tablets were used. More education and care services and kindergartens used tablets than home-based services and playcentres. Both quantitative and qualitative phases revealed complexities involving tablet use such as the types of scaffolding used and issues surrounding screen time and policies on tablet use including the use of personally-owned tablets and cybsersafety concerns. Particularly, the findings from Phase 2 confirmed that the socialized nature involving tablet use aligned with Te Whāriki. Thus, tablet use is not necessarily limited to a dichotomy of use and non-use but is spread across a spectrum ranging from limited, to specialised, and to comprehensive use.</p>

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Section: Barriers and Affordances To Tablet Use In Ece Pedagogysupporting

confidence: 67%

Section: Access To Tablets In Ecementioning

confidence: 96%

Section: Access To Tablets In Ecementioning

confidence: 99%

See 1 more Smart Citation

A mixed methods study on early childhood services' touchscreen tablet use and non-use in New Zealand

Santamaria¹

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“…Findings from both phases of this study builds on Rose et al's (2017) research which revealed that the multifunctionality of tablets allowed playback of music or videos. User services' qualitative responses from the survey included listening to music or watching videos, some by connecting their tablets to a speaker to play music in the background.…”

Section: How Tablets Are Being Used By Servicesmentioning

confidence: 99%

“…These studies investigated how tablets could support teaching and learning, particularly in early childhood education (ECE) settings, by offering touch as an alternative to being able to hold a pen in order for children to engage in learning tasks (Ahearne et al, 2015;Marsh et al, 2015). An abundance of other studies (e.g., Arnott et al, 2016;Fleer, 2014Fleer, , 2017Rose et al, 2017) have detailed how tablets, such as iPads, have been used for documentation, planning and assessment, information retrieval, playing music or videos, and taking photos or videos within ECE settings. Studies have also reported the effectiveness of tablets as communication tools between teachers, educators, and parents (Tsumura, 2017).…”

Section: Introductionmentioning

confidence: 99%

extent of tablet computer use in New Zealand's early childhood education services

Santamaria

Cherrington

Shuker

2021

nzaroe

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In 2017, New Zealand’s revised curriculum for early childhood education, Te Whāriki, expanded reference to the use of technology for teaching and learning to include digital media and related devices. This article reports findings from a doctoral study about tablet computer use among New Zealand’s four major early childhood service types: education and care centres, home-based services, kindergartens, and playcentres. Data were gathered in 2017, initially through a national survey, followed by a collective case study. Seven services participated in the collective case study which was designed to explain the results of the survey. Descriptive statistics and inferential statistics were used to analyse survey data while cross-case analysis was used to identify themes from the responses from each service in the collective case study. The results are presented according to two categories of respondents, services who classified themselves as non-users and services who were using tablet computers for teaching and learning at the time of the survey. The national survey results revealed that more than half of the services did not use tablets. Non-users’ reasons for not using tablet computers are discussed considering findings from both quantitative and qualitative phases of the study. Services who used tablets did so for a variety of reasons, including for documentation and assessment, to support children’s learning and teaching work. Qualitative data regarding policies or guidelines for staff about the use of and access to digital media, teachers’ and educators’ learning for how to use touchscreen tablets for teaching and learning, as well as services’ preferences on the facilitation of children’s tablet use are also presented. An important issue uncovered in this study was the use of personal tablets within ECE services. Among non-users, teachers and educators from more than half of home-based services and playcentres used their personally owned tablet computers, raising concerns about cybersafety and screen time. Many user services did not have formal guidelines or policies regarding tablet use. The data suggest that some services relied on the use of teachers’ and educators’ personally owned tablets. Implications arising from the findings of this study are explored, including the relevance of using digital technology for supporting distance learning and learning at home as a result of the global Covid-19 pandemic.

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“You Could Say I’m a Hardcore Fan ofDragon Ball Z”: Affinity Spaces, Multiliteracies, and the Negotiation of Identity

Aljanahi

2018

Literacy Research and Instruction

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Playful Pedagogic Moves : Digital Devices in the Outdoors

Cited by 4 publications

References 0 publications

A mixed methods study on early childhood services' touchscreen tablet use and non-use in New Zealand

A mixed methods study on early childhood services' touchscreen tablet use and non-use in New Zealand

extent of tablet computer use in New Zealand's early childhood education services

“You Could Say I’m a Hardcore Fan ofDragon Ball Z”: Affinity Spaces, Multiliteracies, and the Negotiation of Identity

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