"I'm Just Playing iPad": Comparing Prekindergarteners' and Preservice Teachers' Social Interactions While Using Tablets for Learning

Autor/inn/en	Moore, Holly Carrell; Adair, Jennifer Keys
Titel	"I'm Just Playing iPad": Comparing Prekindergarteners' and Preservice Teachers' Social Interactions While Using Tablets for Learning
Quelle	In: Journal of Early Childhood Teacher Education, 36 (2015) 4, S.362-378 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2015.1104763
Schlagwörter	Preservice Teachers; Preschool Children; Handheld Devices; Interpersonal Relationship; Qualitative Research; Grounded Theory; Early Childhood Education; Learning Processes; Computer Oriented Programs; Teacher Educators; Personality Traits; Student Interests; Texas + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Qualitative Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning process; Lernprozess; Computerprogramm; Teacher education; Lehrerausbildung; Lehrerbildung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Studieninteresse
Abstract	In this article we share descriptive findings from two qualitative, grounded theory (Glaser, 1978, 1992, 1998) studies on how two distinct groups of learners--prekindergarteners and preservice teachers in early childhood education coursework--used touch-screen tablets in their playful, discovery-based learning processes. We found similarities across both contexts as prekindergarteners and preservice teachers engaged in social interactions, gathering ideas from each other while exploring open-ended tablet apps. In addition to descriptions of learners' talk and actions alongside one another, we offer strategies for teacher educators seeking to provide dynamic learning experiences (particularly with tablets) for preservice teachers. We also offer suggestions for app selection that might allow discovery-based learning opportunities for both preservice teachers and the young children they hope to teach. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01