Interactive, digital mapping technology is providing new pedagogical possibilities for children and their families, as well as new methodological opportunities for education researchers. Our paper reports on an example of this novel terrain we call “Community Technology Mapping” (CTM). CTM was a designed task that was part of a larger ethnographic study of children and families’ digital media and technology practices in and around their homes. CTM incorporated interactive digital mapping technology with a structured interview protocol as a pedagogical context for young people and a methodological tool for researchers. As a pedagogical context for computer-supported collaborative learning, CTM supported young people to see and reflect on their everyday technological practices as temporally and spatially organized across scales of human interaction. As a methodological tool, CTM allowed researchers to see families’ place-based and on-the-move activities that were outside the more naturalistic observations of home-based technology use. Our analysis of CTM draws upon video recordings and screen captures of young people’s reflections on and live mappings of places they typically used technology and engaged with media. We found that children developed strategies with the mapping technology to make places visible, make them coherent, and make them mobile. These strategies produced a “cascade of inscriptions” within the CTM task for mapping new mobilities of digital, daily life. We argue that interactive digital mapping technologies not only support researchers to ask new questions about the spatiotemporal aspects of learning phenomena, but also contribute to a new genre of place-based, digital literacies- locative literacy- for learners to navigate.

中文翻译：

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社区技术映射：在“一切都在移动”中标记位置

交互式数字地图技术正在为儿童及其家庭提供新的教学方法，并为教育研究人员提供新的方法学机会。我们的论文报告了一个称为“社区技术映射”（CTM）的新颖地形的示例。CTM是一项设计任务，是一项较大的人种学研究的一部分，该研究是对儿童和家庭及其家中及其周围家庭的数字媒体和技术实践的研究。CTM将交互式数字地图技术与结构化的访谈协议结合在一起，作为年轻人的教学环境和研究人员的方法论工具。作为计算机支持的协作学习的教学环境，CTM支持年轻人在跨人类互动的时空范围内观察和反思他们的日常技术实践。作为一种方法论工具，CTM允许研究人员查看家庭的基于地点的活动和移动中的活动，这些活动超出了对基于家庭的技术使用的更自然主义的观察。我们对CTM的分析借鉴了年轻人对通常使用技术并与媒体互动的场所的思考和现场地图的视频记录和屏幕截图。我们发现，孩子们开发了使用地图技术的策略，以使位置可见，使其连贯并移动。这些策略在CTM任务中产生了“级联题词”，用于绘制数字化日常生活的新动向。我们认为，交互式数字地图技术不仅支持研究人员提出有关学习现象的时空方面的新问题，而且还为基于位置，