scholarly journals Strangers in Digiland

2017 ◽  
Vol 4 (1) ◽  
pp. 109-115
Author(s):  
Rozália Klára Bakó ◽  
Gyöngyvér Erika Tőkés
Keyword(s):  
Young Children ◽  
Learning Curve ◽  
Digital Literacy ◽  
Digital Competence ◽  
Research Project ◽  
Steep Learning Curve ◽  
Ways Of Coping ◽  
The Everyday ◽  
Insight Into

AbstractWith the growing importance of digital practices in young children’s everyday routines, parents and educators often face frustration and confusion. They find it difficult to guide children when it comes to playing and learning online. This research note proposes an insight into parents’ and educators’ concerns related to children’s and their own digital literacy, based on two exploratory qualitative inquiries carried out from March 2015 to August 2017 among 30 children aged 4 to 8 from Romania, their parents and educators. The research projectDigital and Multimodal Practices of Young Children from Romania(2015–2016) and its continuationThe Role of Digital Competence in the Everyday Lives of Children Aged 4–8(2017–2018, ongoing) are part of a broader effort within the Europe-wide COST network IS1410 –The Digital and Multimodal Practices of Young Children(2014–2018). Parents and educators are disconnected from young children’s universe, our research has found. The factors enabling adults’ access to “Digiland” and ways of coping with the steep learning curve of digital literacy are explored through parents’ and teachers’ narratives, guided observation of children’s digital practices, and expert testimonies.

Artificial Intelligence and the Transformation of Digital Education

2021 ◽  
pp. 24-41
Author(s):  
Nicholas Patterson ◽  
Dhananjay Thiruvady ◽  
Guy Wood-Bradley
Keyword(s):  
Artificial Intelligence ◽  
Learning Curve ◽  
Digital Literacy ◽  
Student Perspectives ◽  
Learning And Teaching ◽  
Digital Education ◽  
The Past ◽  
Repetitive Tasks ◽  
The Impact ◽  
Insight Into

This chapter explores the impact that artificial intelligence will make in the education sector and how it will transform the way in which both educators and students interact in the classrooms of the future. The chapter begins with an introduction into the digital education space as well as where artificial intelligence currently sits. When it comes to the transformation of education, the authors explore the educator and student perspectives to ensure both sides requirements are portrayed. Both stakeholders have an equally large learning curve and require more digital literacy than in the past; however, the transformation that artificial intelligence will bring to the table is that educators and students will likely not be trapped with repetitive tasks and can focus on being creative, learning, and teaching. The three elements they explore in this chapter will give insight into work previously completed, research being conducted, and future insights and observations.

Young Children's Engagement With Digital Technologies in the Family Context

2018 ◽  
Vol 9 (4) ◽  
pp. 90-101 ◽  
Author(s):  
Vilmantė Liubinienė ◽  
Ramunė Kasperavičienė
Keyword(s):  
Young Children ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Family Context ◽  
Smart Devices ◽  
Online Technologies ◽  
Digital Devices ◽  
The Family

Although more and more children engage in daily online activities with digital technologies, the roles that online technologies play in children's lives are still understudied. This article aims at identifying the role of digital devices as well as practices in which young children are engaged at home. It also strives to explore digital literacy practices and to research how these are embedded into the family context. The case study of Lithuania discussed in this article contributes with new knowledge about the local contexts and may help to understand the main problems to be further worked upon with on a global and European scale. The research of young children and their engagement with digital technology in Lithuania comes as part of the EC JRC project “Young Children (0–8) and Digital Technologies.” The findings reveal that although children perceive online technologies and the use of smart devices as entertainment and relaxation, they are not addicted. Several factors affect young children's uses and skills of digital technologies, including family constitution and parental styles.

scholarly journals Challenging Dominant Discourses across Geographies in Early Childhood

2011 ◽  
Vol 12 (4) ◽  
pp. 310-314
Author(s):  
Joyce M. Duckles ◽  
Joanne Larson
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Present Evidence ◽  
Contested Spaces ◽  
Science Practices ◽  
Parents And Children ◽  
The Everyday ◽  
Dominant Discourses ◽  
Traditional Roles

Meyers & Kroeger situate two young writers in current ideologies of childhood and literacy and argue for creating dialogic classroom spaces in which children can be recognized by themselves, other children, and teachers as literate. Duckles & Larson build on the authors' attention to the potential constraints of dominant discourses and highlight the role of researchers to uncover and document spaces in which they are being challenged. From a study of the everyday science practices of 17 families with young children, they present evidence of parents and children challenging dominant cultural autonomous models of science that dichotomize school and everyday science, that situate pathways to success only in schools, and situate young children (and many adults) as peripheral and passive participants. The contested spaces of these homes can provide insights into how to support hybrid practices and create pathways to successful engagement with science across multiple geographies and across the lifespan. The authors build on Meyers & Kroeger's call for locating and creating spaces where dominant developmental beliefs and traditional roles are disrupted and for transforming discourses to include ideological views of science, of literacy, and of young children.

scholarly journals Youth and the Disruption of Power: Student-Run Conversation Workshops in a Mexican Self-Access Centre

2016 ◽  
pp. 30-45
Author(s):  
James Simmonds
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Peer Interaction ◽  
Approaches To Learning ◽  
Active Role ◽  
Research Project ◽  
Work Placement ◽  
English Students ◽  
Insight Into

Within self-access learning there has been a gradual shift towards incorporating approaches to learning involving strong elements of peer interaction. In the USBI Xalapa self-access learning centre (SALC) that is part of the Universidad Veracruzana in Veracruz, Mexico, work placement students (WPS) have begun to run daily conversation workshops with students from the centre. By drawing on the works of Acuña González, Avila Pardo, & Holmes Lewendon (2015), Murray (2014), and Hughes, Krug, & Vye (2011) relating to peer-supported learning in self-access environments, a small research project was developed to understand the effectiveness of the student-run workshops. This involved conducting interviews with WPS and English students who attended the workshops. By comparing and contrasting the responses, a rich, heterogeneous set of data was uncovered which provides insight into peer-centred learning. The findings suggest the need incorporate peer-based learning to break down hierarchical relationships in which power divisions construct a traditionalist learning environment governed by fear of making errors. Also, the role of WPS needs to be reconsidered to allow them to take a more active role in the institution due to their positive relationships with learners. Beyond these aspects, it can be seen that a deeper understanding of the role of peer interaction in learning environments is essential in self-access centres.

Colours on the surface of my body in motion: The relationship between synaesthesia and dance improvisation

2019 ◽  
Vol 11 (1) ◽  
pp. 25-37
Author(s):  
Stephanie Scheubeck
Keyword(s):  
Social Sciences ◽  
Research Project ◽  
The Arts ◽  
Dance Improvisation ◽  
Cognitive Experience ◽  
The Relationship ◽  
Insight Into ◽  
Stimulation Of

In synaesthesia, the stimulation of one sense or cognitive concept simultaneously and involuntarily produces a sensation in a second sense or cognitive experience. while synaesthesia has been investigated from neuroscience and psychology to social sciences and the arts, the relationship between synaesthesia and dance is largely un-researched. This article provides insight into my practice-led research project on the relationship between synaesthesia and dance improvisation, informed by somatic practice. It demonstrates the interrelation of synaesthesia and dance improvisation when performed by a synaesthete, and discusses the role of attention in this context as well as explorations of the relationship between synaesthesia, somatic practice and dance improvisation by synaesthetes and non-synaesthetes. In conclusion it is suggested that research into synaesthesia through dance and somatic practice can contribute to an integral understanding of this highly quantitatively investigated phenomenon.

scholarly journals PERAN LITERASI DIGITAL DALAM MODEL PEMBELAJARAN BLENDED LEARNING MAHASISWA PGMI

2021 ◽  
Vol 3 (1) ◽  
pp. 13-24
Author(s):  
Mutik Nur Fadhilah
Keyword(s):  
Blended Learning ◽  
Digital Literacy ◽  
Learning Model ◽  
Literacy Skills ◽  
Digital Competence ◽  
Descriptive Research ◽  
Offline Learning ◽  
Literacy Process ◽  
Educational Staff

This study aims to determine the application, implementation and role of digital literacy in the blended learning model of PGMI students. The research method is qualitative, using descriptive research. His research background is in one of the private universities in Bangil, namely STAIPANA Bangil, especially students of PGMI semester I and semester V. As for the results of the research, in its application there are three things that need to be considered, namely: digital competence, application of digital competence in the context of the blended learning model, and digital transformation. In addition, its implementation requires educational staff to provide information, guide students or students, provide training and conduct assessments in the digital literacy process in the blended learning model. So that its role is to provide motivation so that the enthusiasm for learning follows the online and offline learning process, increase the digital abilities of students, open a wide discussion space, increase digital literacy skills, increase student soft skills, increase the national literacy movement and increase the ability to interact at the same time without obstructed by distance and space. Keywords: Digital Literacy, Blended Learning

scholarly journals Young Children about School: Whose Voices Do We Hear?

2017 ◽  
Vol 6 (3) ◽  
pp. 250 ◽  
Author(s):  
Anja Tertoolen ◽  
Jeannette Geldens ◽  
Bert Van Oers ◽  
Herman Popeijus
Keyword(s):  
Young Children ◽  
Case Studies ◽  
Educational Practices ◽  
Research Project ◽  
Teachers And Parents ◽  
Children’S Voices ◽  
Insight Into ◽  
The Way

School is one of the important educational practices, in which children are actively involved. When we want to contribute to the development of young children’s voices, we need deeper insight into the way children act as they do. Therefore, we have to distinguish how young children’s voices are composed, as we proclaim that all voices are essentially polyphonic. We found children’s expressions which were not corresponding with their own teachers’ and parents’ expressions. Many of the presented examples of non-corresponding expressions by the children, refer to situations in which resistance, one of the identifiers of voice, is shown. This article is part of a larger study we conducted on young children’s voices. In our research we want to explore the content of young children’s voices and the meaning they attribute to the educational contexts they are involved in. We conducted five case studies with young children, aged 5-6, in school. We have analyzed their expressions and presented our findings earlier. In this phase of our research project we are looking for possible correspondences between the children’s expressions and the expressions of their teachers and parents

scholarly journals Digital Competence and Web Technologies: Analysis of a Research Project and its Instruments

10.28945/3245 ◽  
2008 ◽  
Author(s):  
Antonio Cartelli
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Knowledge Society ◽  
Testing System ◽  
Digital Competence ◽  
Research Project ◽  
Web Technologies ◽  
Literacy Support ◽  
University Of Florence ◽  
The University

The paper reports on the features of the framework for digital literacy support and documentation, developed within a research project the author is working on, with some colleagues in other Italian universities. First a short introduction on the features of today society often called “knowledge society” is reported, and the problems of digital divide and digital literacy are discussed. Soon after the research project, planned and carried out under the coordination of the University of Florence, for the development of the instruments to be devoted to the construction of a digital competence is drafted. To let the reader better understand how the project situates in the panorama of today studies, a synthesis of the international works on those topics is described, with a special attention to the connections between them and the new generations’ digital basic skills. The description of the general features of the project and of the instruments the author hypothesized for the hitting of the attained results are then discussed, while paying attention to the information systems to be used for the creation of an online testing system and for the management of digital literacy bibliography. The paper ends with some considerations on the evolution of the project and the possible results from it as regards informing science.

Some Experiences in Film Music

2019 ◽  
pp. 247-254
Author(s):  
Erich Wolfgang Korngold
Keyword(s):  
Learning Curve ◽  
Film Music ◽  
Concert Hall ◽  
Steep Learning Curve ◽  
Sound Effects ◽  
The Creation ◽  
Insight Into ◽  
A Performance

This chapter provides some insight into the steep learning curve Erich Korngold faced when he first arrived in Hollywood. Korngold points out that, though no one questioned his abilities as a composer for the stage and concert hall, he essentially knew nothing about the integration of music into film from a technical standpoint. He quickly mentions the composer's “most hated rival,” the film's dialogue, as being distracting to the creation of the score, not to mention the sound effects, both of which typically end up dominating the music in traditional Hollywood soundtracks. As a composer of opera and operetta, Korngold had much experience in writing music that would express and articulate drama that was not yet realized. Not so with cinema, in which Korngold received a largely completed record of a performance—the film itself—for which he would have to create a musical illustration of what he saw. No surprise, then, that he extols the virtues of writing music without needing to be tethered constantly to the restrictions of a click track or even the finished film.

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

2018 ◽  
Vol 16 (3) ◽  
pp. 245-257 ◽  
Author(s):  
Anna Kirova ◽  
Nicole M Jamison
Keyword(s):  
Young Children ◽  
Sociocultural Theory ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Classroom Teachers ◽  
Formal Schooling ◽  
Peer Scaffolding ◽  
Study Offer

This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children’s early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky’s sociocultural theory of learning grounded our interpretation of the classroom events and artifacts regarding multiliteracy practices. We gave special attention to the role of adult and peer scaffolding. This article briefly outlines the process of teacher scaffolding and discusses in detail the instances of peer scaffolding that emerged. Of importance were two video series that demonstrated a more capable peer using various strategies and approaches to scaffold her peers in creating digital literacy texts. Based on the data, we argue that more capable peers can be important sources for scaffolding young children’s multiliteracy experiences in preschool classroom contexts. The findings from this study offer teachers and educational researchers insights into how young children may be engaged in and scaffolded by both teachers and peers in their multiliteracy practices prior to formal schooling.

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