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'Once upon a time t...
'Once upon a time there was a mouse':children's technology-mediated storytelling in preschool class
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- Skantz Åberg, Ewa, 1965 (författare)
- Gothenburg University,Göteborgs universitet,Centrum för utbildningsvetenskap och lärarforskning,Institutionen för pedagogik, kommunikation och lärande,Centre for Educational Science and Teacher Research,Department of Education, Communication and Learning
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- Lantz-Andersson, Annika, 1961 (författare)
- Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Linnécentret for forskning om lärande (LinCS),Department of Education, Communication and Learning,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
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- Pramling, Niklas, 1973 (författare)
- Gothenburg University,Göteborgs universitet,Linnécentret for forskning om lärande (LinCS),Institutionen för pedagogik, kommunikation och lärande,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS),Department of Education, Communication and Learning
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(creator_code:org_t)
- 2013-12-16
- 2014
- Engelska.
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 184:11, s. 1583-1598
- Relaterad länk:
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https://gup.ub.gu.se...
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visa fler...
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https://doi.org/10.1...
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Abstract
Ämnesord
Stäng
- With the current expansion of digital tools, the media used for narration is changing, challenging traditional literacies in educational settings. The present study explores what kind of activities emerge when six-year-old children in a preschool class write a digital story, using a word processor and speech-synthesised feedback computer software. Empirical material was collected in a primary school that participates in a larger community project on writing with digital technology. The focus of the study is on how the storytelling activity is mediated by the technologies and the participants (teacher and children). The results show that the digital tools used, in part, directed the children away from narrating, instead turning their attention to negotiations of division of labour and literate conventions. The latter were also at the forefront of the teacher's contributions to the children's activity. Despite these circumstances, the children succeed in accomplishing the instructed task of collaboratively composing a story.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Nyckelord
- digital technology
- storytelling
- interaction
- mediation
- early childhood education
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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