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- Samuelsson, Robin, 1985-, et al.
(författare)
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How pedagogical relations in early years settings are reconfigured by interactive touchscreens
- 2022
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Ingår i: British Journal of Educational Technology. - : John Wiley & Sons. - 0007-1013 .- 1467-8535. ; 53:1, s. 58-76
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Tidskriftsartikel (refereegranskat)abstract
- While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2-year-olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the context of reading. A mixed-methods analysis was used, taking a concept of action that includes both verbal, non-verbal utterances and digital touch. The analysis shows a reconfiguration to the interactional dynamic where children perform comparable amounts of actions in sessions with the touchscreen and book reading but less talk during the touchscreen sessions. However, while talking less, children display other types of communicative actions. We analyse the changing interactional dynamic that follows, its implications to learning and early childhood pedagogical practice and how interaction can be reconceptualised as cycles of communication and action in which educational scaffolding unfolds. Practitioner notes What is already known about this topic Touchscreens are a significant part of children's lives and educational curricula. There is considerable uncertainty on how touchscreens can be incorporated into early childhood education. Little is known about how educational social interaction changes with touchscreens such as iPads. What this paper adds A mixed methods multimodal analysis of the changing actions and dynamics of iPads as compared with bookreading. Children's patterns of communication change towards less talk and more bodily communication, while teachers’ actions remain somewhat similar. Touch actions change the dynamics of interaction, can alter the pedagogical situation and bring a reconceptualisation towards a cyclical and embodied view of interaction. Implications for practice and/or policy New patterns of action may require a recalibration of educational practices. Teachers need to attend to new sets of touch actions that children use to communicate and act with as displays of knowledge. The use of touch screens should be seen as complementary to established practices of language and literacy training (such as book reading) rather than replacing them.
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| 2. |
- Samuelsson, Karl, et al.
(författare)
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Impact of environment on people’s everyday experiences in Stockholm
- 2018
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Ingår i: Landscape and Urban Planning. - : Elsevier BV. - 0169-2046 .- 1872-6062. ; 171, s. 7-17
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Tidskriftsartikel (refereegranskat)abstract
- In order to construct urban environments that limit negative impacts for global sustainability while supporting human wellbeing, there is a need to better understand how features of the environment influence people’s everyday experiences. We present a novel method for studying this combining accessibility analysis and public participatory GIS (PPGIS). Seven environment features are defined and accessibility to them analysed across Stockholm municipality. We estimate the probabilities of positive and negative experiences in places based on these environment features, by using spatial regression to extrapolate from the results of an online PPGIS survey (1784 experiences of 1032 respondents). Six of the seven studied environment features have significant impact on experiential outcome, after accounting for spatial autocorrelation among the data. The results show that number of residents and proximity of nature environments and water, all common quality indicators in urban planning and research, have weak statistically significant effects on people’s experiences. However, areas dominated by large working populations or proximity to major roads have very low rates of positive experiences, while areas with high natural temperature regulating capacities have very high rates, showing that there are considerable qualitative differences within urban environments as well as nature environments. Current urban planning practices need to acknowledge these differences to limit impacts on the biosphere while promoting human wellbeing. We suggest that a good way to start addressing this is through transformation of negatively experienced urban areas through designs that integrate closeness to urbanity with possibilities to have nature experiences on a daily basis.
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