Abstract
Research aims
This three-year study aims to reveal how teachers in early childhood education orchestrate children’s digital play.
Relationship to previous research works
Research shows that including digital technology in pedagogical endeavours, is not simply a matter of teachers’ willingness to apply new ways of acting with digital tools; it is a multi-layered process of professional change including mindset and pedagogical dispositions informing new teaching and learning strategies (Redecker, 2017).
Theoretical and conceptual framework
The theory draws on two metaphors for learning: the participation metaphor focusing on the activity and the context; and the acquisition metaphor building on acquiring knowledge (Sfard, 1998). We recognise teachers’ actions at the level of the “how to”, “what to” or “about what” issues (Andriessen, Pardijs & Baker, 2013).
Paradigm, methodology and methods
Based on a social constructivism approach (Vygotsky, 1987), we applied a collaborative action research methodology (Lofthouse et al., 2016). Data was collected through video observations, semi-structured interviews, informal conversations, teaching plans, and video logs/logbooks. The analysis method was thematic (Fereday & Muir-Cochrane, 2010; Braun & Clarke, 2006).
Ethical considerations
All teachers and parents were informed about the study in writing and the parents agreed to let their child participate by signing informed consent forms.
Main finding or discussion
Findings reveal that the teachers strived towards a participation metaphor of learning, putting forward co-creation as a key activity to elaborate on pedagogical integration of digital technology in their teaching. They also emphasised an acquisition metaphor by considering individual enrichment as a goal of improving their digital skills.
Implications practice or policy
The findings suggest implications for how teachers in ECE settings can enhance their individual and collective digital competence to authentically foster and participate in children’s digital play.
Keywords
Co-creation, Digital play, Digital technology, Digital skills, Metaphors of learning.
This three-year study aims to reveal how teachers in early childhood education orchestrate children’s digital play.
Relationship to previous research works
Research shows that including digital technology in pedagogical endeavours, is not simply a matter of teachers’ willingness to apply new ways of acting with digital tools; it is a multi-layered process of professional change including mindset and pedagogical dispositions informing new teaching and learning strategies (Redecker, 2017).
Theoretical and conceptual framework
The theory draws on two metaphors for learning: the participation metaphor focusing on the activity and the context; and the acquisition metaphor building on acquiring knowledge (Sfard, 1998). We recognise teachers’ actions at the level of the “how to”, “what to” or “about what” issues (Andriessen, Pardijs & Baker, 2013).
Paradigm, methodology and methods
Based on a social constructivism approach (Vygotsky, 1987), we applied a collaborative action research methodology (Lofthouse et al., 2016). Data was collected through video observations, semi-structured interviews, informal conversations, teaching plans, and video logs/logbooks. The analysis method was thematic (Fereday & Muir-Cochrane, 2010; Braun & Clarke, 2006).
Ethical considerations
All teachers and parents were informed about the study in writing and the parents agreed to let their child participate by signing informed consent forms.
Main finding or discussion
Findings reveal that the teachers strived towards a participation metaphor of learning, putting forward co-creation as a key activity to elaborate on pedagogical integration of digital technology in their teaching. They also emphasised an acquisition metaphor by considering individual enrichment as a goal of improving their digital skills.
Implications practice or policy
The findings suggest implications for how teachers in ECE settings can enhance their individual and collective digital competence to authentically foster and participate in children’s digital play.
Keywords
Co-creation, Digital play, Digital technology, Digital skills, Metaphors of learning.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 2022 |
| Antal sider | 1 |
| Status | Udgivet - 2022 |
| Begivenhed | 30th EECERA Conference, Glasgow, Scotland, UK: Culture of Play: Actors, Affordances and Arenas. - University of Strathclyde, Glasgow, Storbritannien Varighed: 23 aug. 2022 → 26 aug. 2022 |
Konference
| Konference | 30th EECERA Conference, Glasgow, Scotland, UK |
|---|---|
| Lokation | University of Strathclyde |
| Land/Område | Storbritannien |
| By | Glasgow |
| Periode | 23/08/2022 → 26/08/2022 |