Abstract: Visualisation and documentation of the goals in the national curriculum with tablets, prerequisites and opportunities for development of teaching in preschool?
Aim: Purpose
The purpose of this poster presentation is to get feedback from other researchers on the research design, to be able to specify and narrow the research question, and also get feedback on the theoretical framework.
Research question: How are digital tools used in preschool, both as learning tools and for documentation and visualization of the daily activities, in relation to the goals in the national curriculum?
Expected theoretical framework: The theoretical framework is based on activity theory (Engeström, 1987; Leontiev, 1986; Vygotsky, 1978; Wertsch, 1981) with a focus on mediating tools (Vygotsky,1978).
Methodology:
At first a survey will be used to collect information about the use of tablets in preschools. Thereafter, we will study the activity and the work in progress with a special focus on visualisation and documentation of the goals in the national curriculum. This will be done through action research (Rönnerman, 2012).
Findings:
We expect to find god examples of how tablets can be used in pre-school, both as learning tools and for documentation.
Relevance:
Digital media and its presence in education are shaping new opportunities for teaching and learning and the preparation of students for living and working in a networked, globally connected society. More and more we are coming to understand the significant shift in communication that is taking place from text-based information found in books to visual communication emphasized by the Internet. Add to this a growing social media culture in which uploading a video to YouTube from your Iphone, or blogging on a moment-to-moment basis in many countries is mainstream. As a global community our visual literacy as well as digital literacy is both expanded and put to the test. As well, we are experiencing life collaboratively across cultures in a variety of social online networks on our own private time. Researchers have found exciting benefits that emerge from this networked, visual communication culture with implications for 21st century learning and work (Nilsson & Nocon, 2005; Schlais & Davis, 2001) that reflect collaboration, deep learning (Offir, et al. 2008), creativity and divergent thinking. Despite this evidence, other international studies (Jerald, 2009) demonstrate that little pedagogical innovation is occurring at the school level to engage students in higher order thinking, transformative learning and collaboration through the use of digital media. In general, the majority of schools remain on the outside of this media equation (Snyder, 2007), still en route to understand the pedagogical opportunities that media afford the development of deep learning, global citizenship, and a variety of literacy skills including visual literacy, and digital literacy.
During the past year, purchases of so-called tablets to preschools and schools have escalated. Unfortunately, it turns out that, it is often buying without discussing what tablets will be used for, how to use them, and in which purpose (Damber and Ivarsson, 2012). Given this, it is important to study this area to come up with good examples.
References
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