Exploring Developmental Appropriateness of Multitouch Tables in Prekindergarten: A Video Analysis

Autor/inn/en	Ward, Jennifer; Branson, Stephanie; Cross, Megan D.; Berson, Ilene R.
Titel	Exploring Developmental Appropriateness of Multitouch Tables in Prekindergarten: A Video Analysis
Quelle	In: Journal of Research on Technology in Education, 48 (2016) 3, S.227-238 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2016.1175855
Schlagwörter	Preschool Education; Video Technology; Content Analysis; Developmentally Appropriate Practices; Early Childhood Education; Usability; Technology Uses in Education; Educational Practices; Childrens Writing; Psychomotor Skills; Prompting; Educational Equipment + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Inhaltsanalyse; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungspraxis; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Psychomotorische Aktivität; Benutzerführung; Ausrüstung
Abstract	This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01