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首页> 外文学位 >An action research study investigating children's use of an iPad during free play in a kindergarten classroom: An exploration of teaching pedagogy and children's learning, social interactions, and digital literacy.
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An action research study investigating children's use of an iPad during free play in a kindergarten classroom: An exploration of teaching pedagogy and children's learning, social interactions, and digital literacy.

机译：一项行动研究旨在调查儿童在幼儿园教室里免费玩耍时使用iPad的情况：对教学法和儿童学习，社交互动以及数字素养的探索。

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摘要

As part of human development, technology plays an important role in many children's lives. As digital technologies continue to permeate aspects of many children's everyday lives, educators are integrating digital technologies into classroom practices and, as such, have created a need to examine the ways in which children use technologies in their thinking and learning. One such prime area for investigation is how children respond to and incorporate the use of mobile learning devices, such as the iPad, into their play.;The purpose of this study was to examine the introduction of an iPad during free play in a kindergarten classroom as a catalyst to enhance teaching and learning, social interactions and support digital literacy. Secondly, the purpose of this study was to explore any pedagogical shifts in teaching as a means for developing best practice. The theoretical frameworks for this study were Cultural Historical Activity Theory (CHAT), Bruner, and Kress. CHAT was used to examine the activity theory created by the iPad in a Kindergarten classroom. Teaching was examined using the tenets of Bruner to explore any pedagogical shifts in teaching. Further, recordings were analyzed to pinpoint expressions of digital literacy associated with playing on the iPad.;This research study incorporated aspects of qualitative methodology with an emphasis on action research. The information generated from the evidence of this study was used to provide research-based insight into the nature of children playing and learning on an iPad during unstructured playtime in regard to social interactions and digital literacy development. Further, data were gathered to enlighten understanding of any pedagogical shifts in teaching practice and how these could be utilized to shape best practice. Qualitative data consisting of field notes, observations, audio tapes, interviews, and a researcher reflective journal were collected from a teacher and 25 Kindergarten children over the course of a three-month period. A constant comparative analysis was used to examine the data for similarities and differences.;Findings revealed that activity mediated by the iPad cultivated a sense of community and a transformation of teaching and learning. The inclusion of the iPad initiated a child centered system of rules for turn taking which allowed for the children to mediate social interactions among the groups and, as a result, teaching practices were altered. The role of the teacher was impacted as the teacher ceded control allowing children to mediate conflicts and be active participants of their learning. This study showed that it was important for me as the teacher to encourage children to make their own rules and to provide less guidance. Furthermore, digital literacy was an important piece of this study. Findings suggested that children need opportunities to publish and share digitally in order to use information fluently and generate new understandings. Actions were mediated by the iPad and it allowed children to make decisions and to collaborate positively (Gee, 2003) with one another.
机译：作为人类发展的一部分，技术在许多儿童的生活中发挥着重要作用。随着数字技术继续渗透到许多儿童的日常生活中，教育工作者正在将数字技术整合到课堂实践中，因此，需要研究儿童在其思维和学习中使用技术的方式。研究的主要领域之一是儿童如何对iPad等移动学习设备做出反应并将其纳入他们的游戏中。这项研究的目的是研究在幼儿园教室免费玩耍中iPad的引入。作为促进教学和社会互动以及支持数字素养的催化剂。其次，本研究的目的是探索教学中的任何教学转变，以此作为发展最佳实践的一种手段。这项研究的理论框架是文化历史活动理论（CHAT），Bruner和Kress。 CHAT用于检查iPad在幼儿园教室中创建的活动理论。使用布鲁纳（Bruner）的宗旨对教学进行了研究，以探索教学中的任何教学变化。此外，还对录音进行了分析，以查明与在iPad上玩游戏相关的数字素养的表达方式。该研究结合了定性方法论的各个方面，重点是行动研究。从这项研究的证据中产生的信息被用于提供基于研究的洞察力，以了解儿童在非结构化游戏时间内在社交互动和数字素养发展方面在iPad上玩耍和学习的本质。此外，还收集了数据以启发人们理解教学实践中的任何教学转变，以及如何利用它们来形成最佳实践。在三个月的时间内，从老师和25名幼儿园的孩子那里收集了定性数据，包括现场笔记，观察结果，录音带，访谈和研究人员反思性日记。进行了持续的比较分析，以检查数据的异同。研究发现，iPad介导的活动培养了社区意识和教学方式的转变。 iPad的加入引发了以儿童为中心的轮流规则系统，该系统允许儿童调解群体之间的社交互动，结果改变了教学习惯。老师的角色受到了影响，因为老师放弃了控制权，允许孩子们调解冲突并积极参与学习。这项研究表明，作为老师，对于我来说，鼓励孩子们制定自己的规则并提供较少的指导非常重要。此外，数字素养是这项研究的重要内容。研究结果表明，儿童需要机会进行数字发布和共享，以便流畅地使用信息并产生新的理解。行动是由iPad介导的，它使孩子们可以做出决定并彼此积极合作（Gee，2003年）。

著录项

  • 作者

    Reynolds-Blankenship, Tara.;

  • 作者单位

    Texas Woman's University.;

  • 授予单位 Texas Woman's University.;
  • 学科 Educational technology.;Early childhood education.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 254 p.
  • 总页数 254
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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