The Screen and the Sand-Timer: The Integration of the Interactive Whiteboard into an Early Years Free-Flow Learning Environment

Autor/inn/en	Sakr, Mona; Scollan, Angela
Titel	The Screen and the Sand-Timer: The Integration of the Interactive Whiteboard into an Early Years Free-Flow Learning Environment
Quelle	In: Journal of Early Childhood Research, 17 (2019) 3, S.190-204 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakr, Mona) ORCID (Scollan, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X19851538
Schlagwörter	Educational Technology; Technology Uses in Education; Interactive Video; Teaching Methods; Learning Activities; Young Children; Social Influences; Early Childhood Education; Semiotics; Interaction; Child Behavior; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktives Video; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Frühe Kindheit; Sozialer Einfluss; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Semiotik; Interaktion; Ausland; Großbritannien
Abstract	This article aims to explore how the interactive whiteboard is situated in the social and material conditions of an early years free-flow learning environment. It examines how the affordances of the interactive whiteboard and the expectations of the surrounding classroom impact how activity involving the interactive whiteboard unfolds. It achieves this through an analysis of observations, documented through video, of how children enter into and exit from activities involving the interactive whiteboard during free-flow activity time. We share the different types of entrance and exit observed and what these suggest about the social and material conditions in which interactive whiteboard is situated. Based on these findings, we suggest opportunities for the disruption of existing patterns of integration of the interactive whiteboard into the learning environment, so as to explore the potential for more collaborative and creative engagement with the technology. Specifically, we argue that the emphasis on turn-taking that characterises the early years learning environment -- an emphasis reinforced by the inability of the interactive whiteboard to support simultaneous engagement by multiple users -- is prompting children to engage individually with the resources and miss opportunities to create and play together. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01