Playful and Creative ICT Pedagogical Framing: A Nursery School Case Study

Autor/in	Roberts-Holmes, Guy
Titel	Playful and Creative ICT Pedagogical Framing: A Nursery School Case Study
Quelle	In: Early Child Development and Care, 184 (2014) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.772991
Schlagwörter	Foreign Countries; Nursery Schools; Case Studies; Qualitative Research; Computer Uses in Education; Preschool Children; Preschool Teachers; Peer Relationship; Teacher Student Relationship; Computer Literacy; Student Motivation; Personality; Information Technology; Identification; Observation; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Case study; Fallstudie; Case Study; Qualitative Forschung; Computernutzung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Erzieher; Erzieherin; Kindergärtnerin; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Computerkenntnisse; Schulische Motivation; Personalität; Informationstechnologie; Identifikation; Identifizierung; Beobachtung; Interviewing; Interviewtechnik
Abstract	This article reports on the findings of a one-year qualitative study in which a nursery school used information and communication technology (ICT) and a digital media consultant as a catalyst for cultural change leading to teachers' improved pedagogical framing and children's enhanced learning dispositions. The pedagogic framing included the children making mini-movies and avatars which were uploaded onto the nursery website. It is argued that such innovative and creative ICT pedagogy was strongly motivational and afforded opportunities for co-construction and sustained shared thinking (SST) as it engaged with children's and families' digital cultural habitus. The research reports on field notes, interviews and observations (n?=?15) of child peer interactions and teacher child interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10