Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Burnett, Cathy

doi:10.1111/j.1467-9817.2008.01379.x

Cited by 49 publications

(38 citation statements)

References 57 publications

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“…However, there is less work that traces these practices as they cross into the official domains of education, or explores how they might be translated or adapted to address specifically educational purposes. The ambitions of texts like Carr et al"s (2006) work on computer games and my own on Web 2.0 (Davies& Merchant, 2009) move in this direction, and certainly invite more sustained empirical investigation of the areas in question, but apart from the plethora of research into interactive whiteboards and electronic books, classroom studies of digital literacy, particularly in the primary sector, are surprisingly rare (Burnett, 2009). …”

Section: Introductionmentioning

confidence: 99%

3D virtual worlds as environments for literacy learning

Merchant

2010

Educational Research

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Background Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems -or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings. Sources of evidence Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author"s field notes of the planning process with accompanying minutes and meeting documents. Main argument From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers" and pupils" conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a reconceptualisation of what counts as learning. Conclusions This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed.

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Section: Introductionmentioning

confidence: 99%

3D virtual worlds as environments for literacy learning

Merchant

2010

Educational Research

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“…This finding shows that whether a child learns to write letters through handwriting or through typing may influence visual recognition of letters, which is important in reading and writing. So, even if more research is needed in the future to explore the link between the digital environment and literacy (Burnett, 2009;Christensen, 2009), recent research argues for the justified place of "writing by hand" within the current context of writing in school.…”

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confidence: 99%

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

Morin

Lavoie

Montésinos‐Gelet

2012

L & L

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In the research area of writing development, an increasing number of researchers suggest that graphomotor skills could be much more important than they appear to be (Christensen, 2009). Few researchers have studied the link between handwriting and teaching practices, despite the fact that some studies indicate its importance (Graham, 2010). The general objective of this study is to explore the relationship between different handwriting styles and the development of writing skills among 715 children in Grade 2. Generally, our results show that the three handwriting styles (manuscript/cursive, manuscript, and cursive) have different effects on writing development (speed, quality, word production, and text production). Handwriting and Text ProductionBased on Hayes and Flower's model (1980), written production supposes three cognitive processes: planning (generating ideas and setting goals), translating (transcribing ideas into written text), and revising (rereading the text to improve clarity of idea expression). Further, Berninger and Swanson (1994) adapt this model to text production among younger writers. They describe two processes for translation: text generation, which occurs at different levels of language, and transcription, which includes handwriting (letter production) and spelling (word production).The emergence of cognitive psychology studies in the area of writing learning has brought to light the fact that the development of handwriting skills brings into play several related abilities and that handwriting skills take a long time to acquire (Alamargot & Fayol, 2009). Indeed, an increasing number of studies are shedding light on the relationships between handwriting, spelling, and text production. Given the fact that text production requires the coordination of a large number of cognitive and metacognitive abilities, it could be argued that the graphomotor skills mobilized by children during handwriting have relatively little importance in the writing process as a whole. However, several studies have provided good reason to believe that this low-level aspect could be much more important than it might appear; to generate creative and well-structured

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“…Specifically, Mangen (2016) points out that there is a need for ''a more nuanced understanding of how the embodied and multisensory reader interacts with various ergonomic as well as audiovisual affordances of technological substrates'' (p. 247). Also, Burnett (2009) together with Luke, Woods and Dooley (2011) claim a need for additional research addressing the concerns manifested in specific classrooms from an interrelation perspective in which social relations, discourses and power are acknowledged. The present study responds to these calls for more research by describing and discussing how processes of e-reading are constituted and experienced in relation to bodies, ideas and materiality when sixyear-olds read a fictional e-book.…”

Section: E-book Activities In Early Childhood Educationmentioning

confidence: 99%

Disembodied Voice and Embodied Affect: e-Reading in Early Childhood Education

Hermansson

2017

NJLR

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This article is based on observations made in a Swedish digital early childhood classroom during reading time. The question of 'what is happening' in the digital classroom when six-year-olds read a fictional electronic book is explored through video observations focusing on children learning to read by engaging in e-books. Informed by affect, as described by Baruch de Spinoza and interpreted by Gilles Deleuze, this article provides a way to attend to the highly dynamic encounters between bodies, ideas and materiality that characterize the children's engagement in e-reading. The analysis suggests that the digital voice is a vital component for activating engagement in and a drive for reading through the moments and movements of embodied reading when children co-read a fictional e-book on their own. Focusing on how e-book reading is enacted in the educational everyday reading practices, this article is an empirically grounded contribution to the understanding of how e-reading is constituted in contemporary digital classroom in all its complexity.

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Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Cited by 49 publications

References 57 publications

3D virtual worlds as environments for literacy learning

3D virtual worlds as environments for literacy learning

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

Disembodied Voice and Embodied Affect: e-Reading in Early Childhood Education

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