Digital Pop-Ups: Studying Digital Pop-Ups and Theorising Digital Pop-Up Pedagogies for Preschools

Autor/in	Fleer, Marilyn
Titel	Digital Pop-Ups: Studying Digital Pop-Ups and Theorising Digital Pop-Up Pedagogies for Preschools
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 2, S.214-230 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fleer, Marilyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2020.1735741
Schlagwörter	Preschool Children; Early Childhood Education; Teaching Methods; Multimedia Materials; Play; Handheld Devices; Animation; Picture Books; Preschool Teachers; Fairy Tales; Technology Uses in Education; Foreign Countries; Electronic Publishing; Australia + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Picture book; Bilderbuch; Erzieher; Erzieherin; Kindergärtnerin; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Elektronisches Publizieren; Australien
Abstract	Whilst a lot is known about the digital environments of preschools, less is understood about the emerging digital pedagogies of teachers. This paper presents the findings of a cultural-historical study of pedagogical practices of teachers as they implemented a digitally enhanced play-based programme where the MyCreate app was used to make an animation of a fairytale. Over a period of 5.4 weeks, digital observations (27.3 h) of 5 teachers and their 31 children (aged 3.4-5.5 years; mean age of 4.4 years) were undertaken. The central findings capture both the existing practices found in the literature and a new practice named as a digital pop-up. The microgenetic analysis identified that the same digital pop-up afforded very different actions by the teacher to realise the goal for making a digital animation. It is argued that the new digital pop-up needs new pedagogies where teachers act as co-actors, co-animators, co-directors with sensitivities around person and digital intersubjectivity, virtual-concrete combination; virtual designing; stimulating digital motive; digital authenticity; pop-up digital area; digital imaginary situations. A digital pop-up is purposefully oriented towards the goals of preschool education and its original institutional structure, but in ways that capture the digital dynamic world of the young child. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01