| 1. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Socioculturally-informed Interaction Analysis (SIA): Methodology and theoretical and empirical contributions of an emerging research program in early childhood education
- 2022
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 12:1, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Over the last decade, a Swedish research group has conducted several empirical studiesin the field of Early Childhood Education (ECE). These studies are examples of what is sometimes referred to as practice-based studies, and they are often conducted in collaboration with ECE personnel. In this meta-study, we review 37 publications from the research group to highlight key contributions in terms of methodological issues or challenges identified,as well as empirical findings and theoretical developments. We argue that these studies constitute an emerging research program, termed Socioculturally-informed Interaction Analysis(SIA). Key aspects of SIA are:examining learning as a process, using recordings to avoid bias, considering pragmatic validity when working with transcriptions, making claims closely aligned with what is studied (ecological validity), and viewing context as an analytical rather than as a descriptive concept,and generalising at a conceptual level, which affords empirical generalisation.
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| 2. |
- Eliasson, Sara, et al.
(författare)
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A systematic literature review ofempirical research ontechnology education inearly childhood education
- 2023
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Ingår i: International Journal of Technology and Design Education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 33:3, s. 793-818
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Forskningsöversikt (refereegranskat)abstract
- Technology education in early childhood education (ECE) has only recently been established internationally as a curriculum content area. The interdisciplinary character of technology education and its status as a field under development occasion a need to distinguish and define technology in the merging of disciplines. This literature review presents an overview of technology education in ECE in recent empirical studies. The literature review was carried out systematically, resulting in 23 studies that were scrutinised to present an overall picture regarding study design, findings and how technology is characterised. The analysis of the nature of technology in the reviewed studies builds on DiGironimo’s (Int J Sci Education, 33(10):1337–1352. https://doi.org/ 10. 1080/ 09500 693. 2010. 495400, 2011) conceptual framework, representing five distinct but merging dimensions of an ever-changing human technological creation process. In the synthesised findings, four subthemes derived from the studies’ overall themes were identified: two focusing on preschool teachers and pre-service teachers, and two focusing on technology activities with children. The aligned outcomes are discussed concerning the conceptual dimensions of technology, along with possibilities, challenges and implications for the current field of research on technology education in ECE.
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| 3. |
- Eliasson, Sara, et al.
(författare)
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Exploring dimensions of technology in Early Childhood Education activities
- 2021
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Ingår i: EECERA online-conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim is to explore what dimensions of technology are exposed by the teachers’ orchestration of preschool activities. Technology education in ECE is an emerging field, generally consisting of intervention projects or studies of preschool teachers’ perception of technology (Jones et al. 2013). The status as a field under development occasions more studies of ongoing technology activities in preschool settings (Johansson, 2020). Underpinned by sociocultural perspectives (Vygotsky, 1934) in situ technology activities was explored, drawing on diGironimo’s (2011) conceptual framework involving the five dimensions of technology as; i) artefacts, ii) creation processes, iii) human practices, iv) its historical ground and v) its interconnection with the evolving technology today. The empirical data of the qualitative study consists of ten video-documented technology activities involving eleven children aged 2-5 years and four preschool teachers in three Swedish preschool groups with a pronounced technology focus. Interaction analysis (Derry et al., 2010) was used to analyze the data. By following the ethical guidelines of The Swedish Research Council (2017), specific considerations were continuously given to aspects regarding research with young children (Dockett et al., 2009). The findings show that while four of the dimensions of technology are well elaborated, the historical dimension does not clearly appear in the data. Concluding reflections suggest that the weak presence of the historical dimensions of technology implies that technology education lacks its knowledge base involving the accumulated knowledge of humans, which is a valuable finding for the practice and for the field of research to continue exploring.
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| 4. |
- Eliasson, Sara, et al.
(författare)
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You don’t have to re-invent the wheel to implement technology activities in early childhood education
- 2024
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Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 52
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Tidskriftsartikel (refereegranskat)abstract
- This study on technology education in preschool aims to explore how technology activities in preschool are enacted and what knowledge, related to the five dimensions of the nature of technology, is made possible for the children to learn when inter-subjectivity is established in the interaction between the participants. The empirical data encompass three video-documented technology activities, involving five children and one preschool teacher. Drawing on the five dimensions of the nature of technology by DiGironimo, the participants’ interactions were analysed using interaction analysis. The results showed that the teacher, through well-defined and sensitive orchestration, enacted goal-oriented activities by allowing a play-oriented approach, and that intersubjectivity on technology was established related to four of the five dimensions of technology. The lack of knowledge related to the historical dimension of technology suggests further scrutiny and is discussed as essential in ECE technology education for contemporary children, growing up in high-tech societies.
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| 5. |
- Hillman, Thomas, 1978, et al.
(författare)
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Moderating professional learning on social media - A balance between monitoring, facilitation and expert membership
- 2021
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Ingår i: Computers and Education. - : Elsevier BV. - 0360-1315. ; 168
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Tidskriftsartikel (refereegranskat)abstract
- The role that moderation plays in the effective functioning of online communities is relatively well studied in relation to both general free-time social media groups and discussion groups that are part of formal educational and professional learning initiatives. However, at the intersection of these domains, there are a growing number of large-scale informally-developed professional-learning groups. While this kind of group has been studied more generally, little attention has been paid to the particular moderation concerns at play in these hybrid online spaces. In this study, we examine moderation over a three-year period in a teacher-professional Facebook group with over 13,000 members. Maintaining an interpretivist stance while drawing on an exploratory statistical analysis of trace data to identify critical instances in the activity of the group, we adopt a Goffmanian approach to examine how moderation is performed. Based on this analysis, we find that moderation in the case group involved a particular balance of three different moderation concerns. In addition to the facilitation role that moderators are often described as having in groups associated with formal educational and professional learning initiatives, our findings show that moderation can also involve the monitoring of group norms more commonly associated with general free-time social media groups and the third moderation concern of acting as an expert member.
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| 6. |
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| 7. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Importance of De-reifying Language in Research with Early Childhood Education and Care Professionals: A Critical Feature of Workshop Methodology
- 2023
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Ingår i: Methodology for Research with Early Childhood Education and Care Professionals. - Cham : Springer International Publishing. - 2468-8746. ; , s. 145-152
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Bokkapitel (refereegranskat)abstract
- A common observation at workshops in collaborative research between ECEC personnel and researchers is that the educational professionals express an expectation that the research partners should tell them what to do and how something is. This clashes with a foundational premise of research – that research entails generating new knowledge – and thus we cannot say beforehand how it is or what should more specifically be done by teachers. In this chapter, the discussion moves beyond this identified challenge, through theoretical analysis of the language used in interprofessional communication. It is argued that the linguistic process of transforming verbs into nouns (i.e., nominalisation) and its ensuing reification (making-into-things), recontextualised in relation to researcher-ECEC personnel collaboration, needs to be problematised through metacommunicating. This is critical in order to avoid constituting knowledge as objects existing beforehand to simply be transmitted from knower (researcher) to receiver (ECEC personnel). Such a view constitutes the latter group as lacking knowledge. In order to recognise different participating groups’ contributions, more active and dynamic metaphors of knowledge – in this text, the notion of knowledging is suggested (cf. languaging and knowing) – are needed in order to promote mutual recognition and agency among participants, an issue at the heart of interprofessional collaborative work.
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