Theorising Digital Tools: Mutual Constitution of the Person and Digital in a Conceptual PlayWorld

Rai, Prabhat; Fleer, Marilyn; Fragkiadaki, Glykeria

doi:10.1007/s42087-020-00178-8

Cited by 12 publications

(5 citation statements)

References 24 publications

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“…The generalisation of the results is closely related to everyday conditions (Busch-Jensen & Schraube, 2019;Højholt & Schraube, 2019). The practices of home life change when technology-mediated and other study-related demands enter (Rai et al, 2020). Technology-mediated ways of studying do create important possibilities of combining studies and other parts of life and extend education to a larger geographical area (Bowen & Lack, 2013).…”

Section: Evaluation and Discussionmentioning

confidence: 99%

‘I Try to Remember That This Is Temporary’: Continuous Balancing in Remote Students’ Everyday Life

2021

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This paper focuses on the process of development in remote and hybrid learning contexts in university students’ everyday life. Development is seen as a change in the person-environment relationship and indicates the development of the whole system. To understand development, we need to look at everyday life and participants’ grounds for action in everyday practices. The process of development is explored from the systemic person-environment perspective using cultural-historical concepts. Our understanding of students’ everyday life and empirical research processes has been strongly inspired by the subject-scientific approach. The research material consists of descriptions from 39 university students’ descriptions about their everyday lives while studying at home. The students observed and wrote about the conduct of everyday life as part of their studies. In a student’s everyday life, development occurs in relation to multiple conditions and meaning structures, which—from the standpoint of the subject—are seen as possibilities for action and experience. The results reveal four general ways of relating to the surrounding conditions and possibilities. Further, the results highlight the role of open spaces and structures in development. Remote students’ four ways of relating to possibilities for action are (1) balancing, (2) floating, (3) paralysing and (4) redefining. The study brings critical insights into continuous balancing and regulating of the demands between different life scenes and highlights the crucial elements of technology-mediated remote life in general: participations, transitions and the paradox of flexibility.

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Section: Evaluation and Discussionmentioning

confidence: 99%

‘I Try to Remember That This Is Temporary’: Continuous Balancing in Remote Students’ Everyday Life

2021

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“…De siste årene kan man spore en endring fra et problemorien tert søkelys til i større grad å undersøke hvordan den digitale teknologien gir muligheter for barn og barnehagelaerere til å leke og utforske sammen som medforskere (Hatzigianni et al, 2020;Kewalramani et al, 2023;Palaiologou et al, 2021). Rai et al (2022) argumente rer for at det ikke er fruktbart at diskusjonen omhandler moralsk panikk og digital forbru kerisme. Derimot bør oppmerksomheten flyttes fra digitale verktøy til hvordan mennesker og digital teknologi blir gjensidig konstituert gjennom den samfunnsmessige utviklingen.…”

Section: Innledningunclassified

Planverkets blindsone? En analyse av profesjonsfaglig digital kompetanse i emneplanbeskrivelser for barnehagelærerutdanning

Madsen,

Unstad,

Tveiterås

et al. 2023

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Denne studien er en systematisk undersøkelse av hvordan profesjonsfaglig digital kompetanse fremgår av læringsutbyttebeskrivelser i obligatoriske emner på barnehagelærerutdanningene i Norge. Vi har gjennomført en innholdsanalyse av emneplaner til 15 forskjellige studieprogrammer for barnehagelærerutdanning, noe som har resultert i analyse av 100 forskjellige emneplanbeskrivelser. Til tross for at nasjonale retningslinjer slår fast at profesjonsfaglig digital kompetanse skal vektlegges i barnehagelærerutdanninger, behandles dette området først og fremst som et ferdighets- og kunnskapsområde i læringsutbyttebeskrivelsene. Kun to av 14 institusjoner har utarbeidet læringsutbyttebeskrivelser som er definert som generell kompetanse. Vi konkluderer i denne artikkelen med at det eksisterer et gap mellom nasjonale retningslinjer for norsk barnehagelærerutdanning og utarbeidelse av læringsutbyttebeskrivelser i lokale emneplaner. ENGLISH ABSTRACT A blind spot in curricula? An analysis of professional digital competence in subject curricula for early childhood teacher education This study is a systematic investigation on how professional digital competence is implemented in descriptions of learning outcomes for mandatory subjects in early childhood teacher education in Norway. We describe a content analysis of subject curricula for 15 different study programs for early childhood teacher education, which has resulted in a total of 100 different subject curricula. Even though it is defined through national guidelines that professional digital competence is to be emphasized in the study program, this is mainly expressed through learning outcomes defined as knowledge and skills. Only two of 14 institutions have developed descriptions of learning outcomes defined as general competency. In this article we conclude that there is an existing gap between national guidelines for Norwegian early childhood teacher education and the developed learning outcomes in local subject curricula.

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“…Being within an imaginary situation along with the early childhood teachers, children are introduced into problematic situations that require the formation of a set of science and/or STEM concepts in order to be solved. Thus, young children begin forming the concepts within the imaginary situation while they are experiencing the drama and as part of their dramatic play (Fleer et al, 2020;Rai et al, 2021).…”

Section: Dramatic Play As a Pedagogical Practice In Early Childhood Science Educationmentioning

confidence: 99%

Dramatic play as a means to explore and support preschool children’s thinking about thermal insulation

et al. 2021

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Research in young children’s ideas, representations, and pre-conceptions about the natural and technical world has a long history. Most of the studies in the field have used individual, semi-structured interviews as a methodological technique to generate and collect empirical data. However, less is known about how tracing procedures can come in line and be incorporated into everyday educational reality in early childhood settings in a way that reflects young children’s interests and needs. The present study uses dramatic play to trace young children’s thinking in science and advance their science learning experiences. The study focuses on a science concept young children are familiar with in everyday life though has not been thoroughly studied in the literature yet: thermal insulation. Empirical data from 6 preschoolers in Greece are presented. Qualitative data were collected through recordings of children’s dialogues, children’s drawings, field notes from the early childhood teachers, and photographs. The findings revealed that during their dramatic play children a) developed basic argumentation to express their thinking about the phenomenon; b) related the phenomenon with the thermal condition and changes in temperature; c) identified materials and objects with insulating properties and distinguish them from others with non-insulating properties, and d) came to the conclusion that the use of amplified insulation materials can lead to better insulation results. The outcomes of the study add to the research methodology in early childhood science education and inform practice providing a pedagogical framework that balances between play-based pedagogies and advanced learning outcomes in science for young learners.

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Theorising Digital Tools: Mutual Constitution of the Person and Digital in a Conceptual PlayWorld

Cited by 12 publications

References 24 publications

‘I Try to Remember That This Is Temporary’: Continuous Balancing in Remote Students’ Everyday Life

‘I Try to Remember That This Is Temporary’: Continuous Balancing in Remote Students’ Everyday Life

Planverkets blindsone? En analyse av profesjonsfaglig digital kompetanse i emneplanbeskrivelser for barnehagelærerutdanning

Dramatic play as a means to explore and support preschool children’s thinking about thermal insulation

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