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“We Need Sound Too!” Children and Teachers Creating Multimodal Digital Stories Together
Nordic Journal of Digital Literacy Pub Date : 2020-10-09 , DOI: 10.18261/issn.1891-943x-2020-03-03 Marianne Undheim 1
Nordic Journal of Digital Literacy Pub Date : 2020-10-09 , DOI: 10.18261/issn.1891-943x-2020-03-03 Marianne Undheim 1
Affiliation
In most contemporary societies there is broad access to a range of digital technologies. However, in the current debate concerning digital technology in early childhood education and care institutions (ECEC), digital technologies are often referred to merely as screens. This paper contributes to the current research by exploring the technologymediated creation process when groups of young children (age 4–5) create multimodal digital stories in collaboration with a teacher. The theoretical perspectives informing the study are technological pedagogical content knowledge (TPACK) and professional digital competence. The study is a qualitative multiple-case study with two cases. The empirical material consists of video observations of the creation processes, which have been analysed inductively. The analysis shows that recording sound and sharing are the most important for the children. Further, the technology-mediated creation process is characterised by a complex interplay of non-digital and digital activities in which the teachers’ professional digital competence is an important factor.
中文翻译:
“我们也需要声音!” 孩子和老师一起创造多模态数字故事
在大多数当代社会中,可以广泛使用一系列数字技术。然而,在当前有关幼儿教育和护理机构 (ECEC) 数字技术的辩论中,数字技术通常仅被称为屏幕。本文通过探索当一组幼儿(4-5 岁)与教师合作创建多模态数字故事时以技术为中介的创作过程,为当前的研究做出贡献。为研究提供信息的理论观点是技术教学内容知识 (TPACK) 和专业数字能力。该研究是一项包含两个案例的定性多案例研究。经验材料包括对创作过程的视频观察,这些观察经过归纳分析。分析表明,录音和分享对孩子们来说是最重要的。此外,以技术为媒介的创作过程的特点是非数字和数字活动的复杂相互作用,其中教师的专业数字能力是一个重要因素。
更新日期:2020-10-09
中文翻译:
“我们也需要声音!” 孩子和老师一起创造多模态数字故事
在大多数当代社会中,可以广泛使用一系列数字技术。然而,在当前有关幼儿教育和护理机构 (ECEC) 数字技术的辩论中,数字技术通常仅被称为屏幕。本文通过探索当一组幼儿(4-5 岁)与教师合作创建多模态数字故事时以技术为中介的创作过程,为当前的研究做出贡献。为研究提供信息的理论观点是技术教学内容知识 (TPACK) 和专业数字能力。该研究是一项包含两个案例的定性多案例研究。经验材料包括对创作过程的视频观察,这些观察经过归纳分析。分析表明,录音和分享对孩子们来说是最重要的。此外,以技术为媒介的创作过程的特点是非数字和数字活动的复杂相互作用,其中教师的专业数字能力是一个重要因素。