Study on Creativity and Media Making Education Program for Children: Focused on the Improving Creative Personality Inventory and Creative Attitude

Yang-Eun, Kim

doi:10.16881/jss.2014.07.25.3.459

Cited by 1 publication

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“…During this pandemic era, the online learning became a main educational way between teachers and children, however, it was mostly implemented in a unidirectional manner that did not fully allow children to communicate in real time. It is well known that effective learning is optimized by using two-way communication [ 48 , 49 , 50 ]. Handgraaf et al (2012) [ 51 ] asserted that, when sufficient interaction is guaranteed, a digital classroom is by no means inferior to a face-to-face classroom and can adequately function as a substitute for face-to-face communication.…”

Section: Discussionmentioning

confidence: 99%

An Interactive Live and Online Cooking Program for Children in Vulnerable Families—An Exploratory Study

et al. 2022

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The COVID-19 pandemic has highlighted the importance of technology for communication and social interactions. Especially for children in low-income families—a vulnerable population suffering from health and digital disparities—the situation worsened during the pandemic. Earlier studies in times of COVID-19 suggested that the children in Korea who usually do homework and dine at community childcare centers (CCCCs, free after-school care places) need to learn more about how to eat healthily and how to interact with others using digital technology. Therefore, to reduce these children’s health and digital inequalities, an interactive live and online cooking program was developed and provided to 313 children and 95 staff members at the 29 CCCCs located in the southern provinces in South Korea. The aim of the current study was to explore the experiences of children and staff with the program. After surveying their experiences, a high degree of satisfaction was found (children: 3.60 ± 0.10; staff: 3.63 ± 0.08 points out of 4.00). Aspects that needed improvement in the program were related to (in)experience in online technology, the frequency and timing of the cooking classes, and the communication between the centers and (online) chefs. In addition, in a word cloud analysis, terms such as ‘fun’, ‘delicious’, and ‘want’ were highlighted for children, and terms such as ‘participating’ and ‘preparation’ dominantly appeared for the staff. In the analysis of negative experiences, terms related to environmental factors such as ‘sound’, ‘hear’, and ‘voice’ were highlighted. This novel but preliminary approach for children from low-income families, by integrating cooking with digital technology, indicates that with enough digital support, the CCCCs are a promising platform to promote healthy eating and digital literacy. Optimizing and disseminating these strategies during this pandemic period, and future pandemics, could be beneficial to keep children in their communities healthy, and ultimately reduce socioeconomic health disparities.

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Section: Discussionmentioning

confidence: 99%