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Leif Marklund Elza Dunkels 《Early Years: An International Journal of Research and Development》2016,36(3):289-304
AbstractThis paper presents different angles on the subject of digital play as a means to develop children’s literacy and power, using an online ethnographical study of Swedish preschool teachers’ discussions in informal online forums. Question posts (n = 239) were analysed using the Technological Pedagogical Knowledge framework and the Caring, Nurturing and Teaching framework, with the aim of understanding how teachers intended to support children’s literacy development with tablets. Literacy development can be understood as a social practice that needs to develop along with changes in society’s demands on citizens. The results presented indicate that school subject oriented skills are predominantly present in the mind-set of these preschool teachers. When digital play is increasingly used for pedagogical purposes in preschools, that also means that preschools have expanded their opportunities to work with children’s literacy development. For preschool teachers, it is important to discuss how literacy development can be supported in a contemporary media landscape. 相似文献
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Lynda R. Wiest Tammy V. Abernathy Kathryn M. Obenchain Elza M. Major 《Equity & Excellence in Education》2013,46(4):313-323
This research compares speaking times and turns of female and male presenters and audience members at the 2000 Annual Meeting of the American Educational Research Association (AERA). In their presentations, males spoke longer than females, but the differences were not statistically significant. They spoke significantly longer than females, however, when posing questions or comments during open discussions, and they made a significantly greater number of responses to these questions and comments. Some chairs were inconsistent in monitoring allotted speaking times. Females' participation was lower in less-structured situations, such as open discussions and co-presented papers, than in settings with greater structure. 相似文献
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At first glance, the thought of primary children working with stem-and-leaf plots might seem a radical idea, since such representations are often associated with secondary school. The purpose of this paper is to show how young children can use such representations as a major tool in their educational development. However, before discussing this particular statistical technique, an overview of the role of statistics in the primary programme is included. 相似文献
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